Contradictions in the adoption of Distance Education in Brazilian education during Covid-19

This text aims to understand the contradictory relationships between the appropriation of distance education tools for use in technology-mediated education and the proposal to expand the teaching-learning process beyond content, due to the social context experienced. Factors will also be highlighted for reflection on the possibilities brought by the concepts of Distance Education (DE) and its uses in the differentiated context of social and school relations given by the sanitation situation caused by COVID-19 and, in this way, understanding that education is a process that comprises several factors for success. To this end, we will present how technology-mediated education offerings have emerged on the national scene, without a historical line or in-depth analysis, but with the aim of introducing the public to this type of teaching and the intentions behind its offer; for this, we used data from the higher education census as a didactic resource, based on the analysis carried out by Giolo (2018). Afterward, a discussion begins on the dichotomy of the proposal to teach in a different time and space, but without assuming that it is a distance learning modality. Therefore, points of weakness in education and its relationship with information and communication technologies are presented, aggravated by the situation of social isolation due to COVID-19.