This article explores the evolution of Distance Education (EaD) in Brazil, tracing its development from early 20th-century correspondence courses to the contemporary integration of Artificial Intelligence (AI) in educational practices. Based on a qualitative and documentary approach, the study analyzes legislation, institutional reports, and specialized literature, aiming to understand historical milestones, theoretical foundations, and current challenges in the field. Among classical theories, Moore’s theory of transactional distance emphasizes autonomy and interaction; Peters’ industrialization model compares EaD to mass production processes; and Holmberg’s guided didactic conversation highlights empathy and communication. Contemporary perspectives, such as Siemens’ connectivism and Vygotsky-inspired digital socioconstructivism, reinforce the role of networks and technological mediation. Furthermore, Engeström’s Activity Theory and Rogers’ Diffusion of Innovations help explain the adoption and adaptation of educational technologies. The analysis demonstrates that EaD in Brazil has experienced cycles of resistance, regulation, and consolidation. While it expanded access to education, challenges such as dropout, inequality, and precarization remain. The incorporation of AI — through adaptive platforms, automated feedback systems, and content curation — brings new pedagogical opportunities but also raises ethical concerns related to plagiarism, data privacy, and technological dependency. The study concludes that EaD is a constantly evolving field in which technology should function as a critical and inclusive mediator, without replacing the humanizing role of teachers. Its future will depend on robust public policies, continuous teacher training, and the ethical use of digital tools, ensuring innovative, equitable, and socially responsible education.
Arruda et al. (2025) studied this question.