New Trends and Issues Proceedings on Humanities and Social Sciences Volume 7, Issue 1, (2020) 134-141 www.prosoc.eu Pedagogical practices based on areas of knowledge: Reflections on the technology use Monica Cristina Garbin*, Virtual University of Sao Paulo State, Sao Paulo, Brazil https://orcid.org/0000-0002- 4598-6032 Edison Trombeta de Oliveira, Virtual University of Sao Paulo State, Sao Paulo, Brazil https://orcid.org/0000- 0001-9935-4260 Nadia Rubio Pirillo, Paula Souza State Technological Education Center, Information Lab, Pontifical Catholic University of Sao Paulo, Sao Paulo, Brazil Simone Telles, Paula Souza State Technological Education Center, Information Lab, Pontifical Catholic University of Sao Paulo, Sao Paulo, Brazil https://orcid.org/0000-0003-3447-6771 Suggested Citation: Garbin, M., Oliveira, E., Pirillo, N. & Telles, S. (2020). Pedagogical practices based on areas of knowledge: Reflections on the technology use. New Trends and Issues Proceedings on Humanities and Social Sciences. 7(1), pp 134–141. DOI: 10.18844/prosoc.v%vi%i.4877 Received from November 20, 2019; revised from March 28, 2020; accepted from June 22,2020. Selection and peer review under responsibility of Assoc. Prof. Dr. Jesus Garcia Laborda, University of Alcala, Spain. ©2020 Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. All rights reserved. Abstract The appropriation of technologies in education must consider the specificities of each knowledge field and propose the demand for its pedagogical use. In distance learning (DL), which relies on the use of technologies, the reflection on the use of this resource becomes fundamental. Processes, methodologies and materials are usually standardised due to time and production costs. It is necessary to identify an intermediate point in this standardisation that takes into account the specificities of the knowledge fields. This study aims to discuss the pedagogical practices in DL considered appropriate to the knowledge fields, in the appropriate combination of contents, technologies and pedagogical practices. The methodology adopted is qualitative, using survey as a data collection tool. In conclusion, this article indicates that there are, actually, more effective teaching practices for each knowledge field. There are still recommendations in order to study deeply the real learning in each teaching practice. Keywords: Higher education, distance learning, pedagogical practices, education technology, TPACK. * ADDRESS FOR CORRESPONDENCE: Monica Cristina Garbin, Virtual University of Sao Paulo State, Sao Paulo, Brazil. E-mail address: monica_garbin@yahoo.com.br / Tel.: +0-000-000-0000