Main Article Content
This qualitative and exploratory study aims to analyze the use of technology applied to vocational education from the theoretical review of the concept of social presence and the use of videoconference as an effective technological instrument in the consecration of social inclusion and interaction. In the face of worldwide globalization, need for qualification and professionalization of individuals is incorporated, with the modality of Distance Education being seen as an emerging strategy in the search for alternatives for this purpose. Within the results, two categories were listed and analyzed: professional education through videoconferences and social presence in the technological context. It is concluded that vocational education through videoconferences has been employed in order to face the demands of the labor market, qualifying workers and collaborating with the inclusion of those outside the productive process of the social system, with education being one of the main means for the realization of what we refer to as social inclusion. It is believed that cultural changes would be able to achieve a teaching method that should be seen as a social necessity, irrigated by the interaction of the subject through technologies and social presence, penetrating the entire social structure.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
 Ally, M.M. (2004). Foundations of educational theory for online learning. Anderson, T., Elloumi, F. (Org.) Theory and Practice of Online Learning. Canada: Athabasca University.
 Anderson, T. (2008). Toward a theory of online learning. In: Anderson, T., Elloumi, F. (Org.). Theory and Practice of Online Learning. Canada: Athabasca University.
 Bassani, P.B. S. et al. (2011). Anais do XXII SBIE - XVII WIE. Presença social na educação online: análise do ambiente de escrita coletiva etc por sujeitos com deficiência visual.
 Bassani, P.B.S. et al. (2013). Revista Iberoamericana de educacion/revista ibero-americana de educação.
 Bastos, H.P.P. (2012). Presença Plus: Modelo de Identificação de Presença Social como Ferramenta Auxiliar da Tutoria em Ambientes Virtuais de Ensino e Aprendizagem. Tese de doutorado. Porto Algre: PPGIE/UFRGS.
 Carvalho, F.C.A., ivanoff, G.B. (2010). Tecnologias que educam: ensinar e aprender com tecnologias da informação e comunicação. São Paulo: Pearson Prentice Hall.
 Cruz, D.M., Barcia, R. (2000). Educação a distância por videoconferência. Rio de Janeiro, ABTE, (29) 150/151, 3-10.
 Lowenthal, P.R. (2010). The evolution and influence of social presence theory on online learning. In: KIDD, Terry. Online education and adult learning: new frontiers for teaching practices. Hershey, PA: IGI Global.
 Obana, F., Tori, R. (2010). Presença Conceitos de presença. Disponível em:
 Perry, B., Edwards, M. (2010). Creating a culture of community in the online classroom using artistic pedagogical technologies. In: Veletsianos, G. Emerging technologies in distance education. Canada: Athabasca University.
 Santos, M.L. (2008). A proximidade mediada: um estudo experimental em ambientes de aprendizagem online. Dissertação de Mestrado em Pedagogia do E-Learning. Lisboa, Universidade Aberta.
 Whiteside, A.L. (2007). Exploring social presence in communities of practice within a hybrid learning environment. Doctoral dissertation, University of Minnesota.