Technological innovations had an unprecedented impact on our society in the second half of the 20th century. We call the society we live in today the information society and distance education is playing an important role in the educational context. Teachers who work in distance education play multiple roles and, contrary to common sense, are essential for successful student learning. The complexity of the teaching-learning process in distance learning lies in the interaction between teachers, tutors, technological tools and students. Based on these assumptions, the purpose of this study was to investigate the curricular practices in distance learning in the Brazilian Federal Government's Pro-Licenciatura program. The research is exploratory, descriptive and qualitative-quantitative, based on a literature review. It is also characterized as a case study, as it investigates a contemporary phenomenon within its real context. It involves three states, with five municipalities, and the results are presented in graphs for better visualization.