Dimensões da tutoria da educação a distância: perfil, formação e prática

Abstract

This thesis is the result of a research carried out with the undergraduate actors of Minas Gerais federal universities linked to the UAB system, with the purpose of studying the profile, the formative processes and the pedagogical practice related to tutors of EaD (Distance Education). This text provides information on the regulation of distance education in Brazil, since its implementation in the 1970s. Authors like Bernadete Gatti, Maria Luiza Belloni, Daniel Mill and Adriana Rocha Bruno compose the theoretical reference of this study, since they deal with the specificities of EaD and, consequently, of the unpublished role delegated to its actors, due to the specificities of the educational process related to this type of teaching. Eloiza da Silva Gomes de Oliveira and Lázaro Santos, as well as Edinéia Aparecida Blum, also bring important contributions to this research, with the discussion about the importance of the training of those who work in distance education due to the emergence of a new educational culture, in which a new pedagogical practice becomes structured, not simply transposing face-to-face teaching to virtual learning. The present work was developed based on bibliographic study, documentary analysis and field research carried out with tutors, course coordinators, teachers, mentoring coordinators and students. The answers obtained were analyzed under the light of theoretical reference present in other researches already carried out, as well as of what is defined by the official Brazilian documents related to tutoring. We identified an engagement of tutors, who must meet some officially required prerequisites since in order to receive remuneration for their services. The data obtained showed that, although the tutors claim to receive a training support that enables them to practice, it does not match what is really demanded of them. Those engaged in tutoring relatet to a solitary practice, without the involvement of the teachers, who only delegate the role of acting in the day to day of the discipline, not sharing the teaching with them. Therefore, different from what happens with respect to the profile, in practice, there is the attendance to what is provided by the official guidelines that assign the teachers with functions related to teaching, while the tutor is meant to be supporttive of their practice.