The article analyzes virtual and distance education as processes that generate capacity development and critical thinking in students, through the investigation, identification and empowerment of personal resources that contribute to human, social, academic and reading development of context, for the construction of social territories. Based on problem-based learning and articulation with the praxeological approach, it is proposed as units of analysis: learning environments, autonomous learning, collaborative work and problem solving. Guided by the methodology of the systematization of experiences and having as sources of information, the implementation of focus groups with students and teachers of the virtual and distance modality. It was found that in order to learn it is important to observe the different capacities and improve the quality of relationships and knowledge, since students demand emotional closeness and critical thinking from the teacher, as well as structures that encourage participation and recognition of contexts. to understand the texts.