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This paper aims to enhance the academic learning in distance education. Its conclusions are the result of a research whose theme focuses on in-service teacher training, as well as the performance of teachers in the Bachelor's Degree in Rural Education Distance (Open University of Brazil Program – UAB), of the Center Distance Education (CEAD), Federal University of Pelotas (UFPEL). The text first provides information about the context of consumer technologies, seeking historical elements that constitute our way of subjectification in relation to technology. From this context, we bring up the following problem: what strategies of resistance to digital consumerism can we have, and what possibilities for intervention are feasible in the context of distance education today? We sketch a response to these problems through the discussion of a broad concept of technology, bringing up some ideas of research-intervention and video-concept, as well as presenting some experiences of resistance to the digital and informational consumerism through the experiences of technological inclusion in the range of the training of teachers of early grades and of teachers training practice in the Graduate Course in Rural Distance Education.

A pesquisa-intervenção e o vídeo-conceito como resistência ao consumismo digital na formação de professores na modalidade EAD