O agir de tutores na EAD: “minha experiência na tutoria me permite dizer...”

Detalhes bibliográficos
Autor(a) principal: Nelo, Maria Jaberlânye da Silva
Data de Publicação: 2017
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/12038
Resumo: Concurrently with the expansion of the e-learning mode, the need to expand studies focused on the tutoring activity arises. Playing an extremely important role in online educational setting, the tutor crosses impasses that, in many cases, generate doubts and insecurity about the role they play. Thus, this research aims to investigate the representations of acting of elearning tutors on the work they develop, in order to verify the tutor social function, based on the texts/speeches produced by them and the prescriptive documents of this activity. Based on the theoretical contributions of Socio-Discursive Interacionism (SDI) from Bronckart (2012/1999, 2007, 2006); Machado (2004, 2007); Abreu-Tardelli (2004); Pereira, Medrado and Reichmann (2015), and in the work sciences with Amigues (2004); Saujat (2004); Clot (2007, 2010); Nouroudine (2002), we understand that action and language play a fundamental role in human development, so it is possible to understand from the view of the tutors themselves, coming from different fields of knowledge, and the functions they perform in their professional activity, the place they occupy in society. To better understand this multiplicity of knowledge that involves the activity of tutoring in e-learning, we analyzed prescriptive documents of the tutorial activity, texts produced in the discussion forums of an online training course offered to tutors from selective processes and texts/speeches generated from semi-structured interviews. The analysis showed that the modalizations present in the texts/speeches produced by the tutors are characteristics of professionals responsible for their actions, and that despite non-experience, or lack of prescriptions, they are able to conduct their work based on what they can and should do. The representations about teaching activity in e-learning found, lead us to a conception that there is still an (mis) understanding about the tutor's work. Under the Brazilian legislation, the mentions to these professionals are still few and vague. In the forum posts of the training course we observe that the representations of each collaborator converge in some aspects, but in others there are disagreements, especially with regard to the duties to be performed by the tutor. In the interviews, we observed that the representations of the tutors are anchored mainly in the previous experiences they had with elearning, which gave rise to the various duties of the tutor, some of them, absent in the prescriptive documents themselves.
id UFPB_729921ce37612af529032c9290fe2519
oai_identifier_str oai:repositorio.ufpb.br:123456789/12038
network_acronym_str UFPB
network_name_str Biblioteca Digital de Teses e Dissertações da UFPB
repository_id_str
spelling O agir de tutores na EAD: “minha experiência na tutoria me permite dizer...”Linguística aplicadaISDTrabalho docenteTutorRepresentações do agirApplied linguisticsISDTeaching workTutorE-learningRepresentations of actingCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICAConcurrently with the expansion of the e-learning mode, the need to expand studies focused on the tutoring activity arises. Playing an extremely important role in online educational setting, the tutor crosses impasses that, in many cases, generate doubts and insecurity about the role they play. Thus, this research aims to investigate the representations of acting of elearning tutors on the work they develop, in order to verify the tutor social function, based on the texts/speeches produced by them and the prescriptive documents of this activity. Based on the theoretical contributions of Socio-Discursive Interacionism (SDI) from Bronckart (2012/1999, 2007, 2006); Machado (2004, 2007); Abreu-Tardelli (2004); Pereira, Medrado and Reichmann (2015), and in the work sciences with Amigues (2004); Saujat (2004); Clot (2007, 2010); Nouroudine (2002), we understand that action and language play a fundamental role in human development, so it is possible to understand from the view of the tutors themselves, coming from different fields of knowledge, and the functions they perform in their professional activity, the place they occupy in society. To better understand this multiplicity of knowledge that involves the activity of tutoring in e-learning, we analyzed prescriptive documents of the tutorial activity, texts produced in the discussion forums of an online training course offered to tutors from selective processes and texts/speeches generated from semi-structured interviews. The analysis showed that the modalizations present in the texts/speeches produced by the tutors are characteristics of professionals responsible for their actions, and that despite non-experience, or lack of prescriptions, they are able to conduct their work based on what they can and should do. The representations about teaching activity in e-learning found, lead us to a conception that there is still an (mis) understanding about the tutor's work. Under the Brazilian legislation, the mentions to these professionals are still few and vague. In the forum posts of the training course we observe that the representations of each collaborator converge in some aspects, but in others there are disagreements, especially with regard to the duties to be performed by the tutor. In the interviews, we observed that the representations of the tutors are anchored mainly in the previous experiences they had with elearning, which gave rise to the various duties of the tutor, some of them, absent in the prescriptive documents themselves.NenhumaConcomitante à expansão da modalidade de Educação a distância (EaD), surge a necessidade de ampliação dos estudos voltados à atividade docente de tutoria. Exercendo uma função de extrema relevância no cenário educacional online, o tutor atravessa impasses que, por muitas vezes, geram dúvidas e insegurança acerca do papel que desempenha. Dessa forma, esta pesquisa tem por objetivo investigar quais as representações do agir dos tutores da EaD sobre o trabalho que desenvolvem, a fim de constatar qual a função social do tutor, a partir dos textos/discursos produzidos por estes profissionais e de documentos prescritivos desta atividade. Ancorados nos aportes teóricos do Interacionismo Sociodiscursivo (ISD) a partir de Bronckart (2012/1999, 2007, 2006); Machado (2004, 2007); Abreu-Tardelli (2004); Pereira, Medrado e Reichmann (2015), e nas Ciências do trabalho com Amigues (2004); Saujat (2004); Clot (2007, 2010); Nouroudine (2002), compreende-se que o agir e a linguagem possuem um papel fundamental no desenvolvimento humano, sendo assim possível compreender, a partir da visão dos próprios tutores, egressos de diferentes áreas do conhecimento, e das funções que desempenham em sua atividade profissional, qual é o lugar que ocupam na sociedade. Para melhor compreender essa multiplicidade de saberes que envolve a atividade docente de tutoria na EaD, analisamos documentos prescritivos da atividade de tutoria, textos produzidos nos fóruns de discussão de um curso de formação online oferecido aos tutores egressos dos processos seletivos, que objetivam prepará-los tanto para a atuação com os alunos, quanto para a navegação no ambiente virtual de aprendizagem. e textos/discursos gerados a partir de entrevistas semiestruturadas. As análises nos permitiram observar que as modalizações presentes nos textos/discursos produzidos pelos tutores são marcas de profissionais que se responsabilizam por suas ações e que, apesar da não experiência, ou da falta de prescrições, são capazes de conduzir seu trabalho com base no que podem e devem fazer. As representações acerca da atividade de tutoria nos direcionam para uma concepção de que ainda há uma (in)compreensão sobre o trabalho do tutor. Sob a ótica da legislação brasileira, as menções a esse profissional são ainda poucas e vagas. Nas postagens do fórum do curso de capacitação, percebemos que em alguns pontos as representações de cada colaborador convergem, mas, em outros, se percebe uma falta de unidade, principalmente com relação às funções que devem ser desempenhadas pelo tutor. Nas entrevistas, observamos que as representações dos tutores ancoram-se, principalmente, nas experiências anteriores que eles tiveram com a EaD, o que fez emergir as várias atribuições do tutor, algumas delas, ausentes nos próprios documentos prescritivos.Universidade Federal da ParaíbaBrasilLinguística e ensinoMestrado Profissional em LinguísticaUFPBPereira, Regina Celi Mendeshttp://lattes.cnpq.br/5160922992921094Nelo, Maria Jaberlânye da Silva2018-10-15T20:36:10Z2018-10-152018-10-15T20:36:10Z2017-03-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/12038porinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2018-10-15T20:36:10Zoai:repositorio.ufpb.br:123456789/12038Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2018-10-15T20:36:10Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv O agir de tutores na EAD: “minha experiência na tutoria me permite dizer...”
title O agir de tutores na EAD: “minha experiência na tutoria me permite dizer...”
spellingShingle O agir de tutores na EAD: “minha experiência na tutoria me permite dizer...”
Nelo, Maria Jaberlânye da Silva
Linguística aplicada
ISD
Trabalho docente
Tutor
Representações do agir
Applied linguistics
ISD
Teaching work
Tutor
E-learning
Representations of acting
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
title_short O agir de tutores na EAD: “minha experiência na tutoria me permite dizer...”
title_full O agir de tutores na EAD: “minha experiência na tutoria me permite dizer...”
title_fullStr O agir de tutores na EAD: “minha experiência na tutoria me permite dizer...”
title_full_unstemmed O agir de tutores na EAD: “minha experiência na tutoria me permite dizer...”
title_sort O agir de tutores na EAD: “minha experiência na tutoria me permite dizer...”
author Nelo, Maria Jaberlânye da Silva
author_facet Nelo, Maria Jaberlânye da Silva
author_role author
dc.contributor.none.fl_str_mv Pereira, Regina Celi Mendes
http://lattes.cnpq.br/5160922992921094
dc.contributor.author.fl_str_mv Nelo, Maria Jaberlânye da Silva
dc.subject.por.fl_str_mv Linguística aplicada
ISD
Trabalho docente
Tutor
Representações do agir
Applied linguistics
ISD
Teaching work
Tutor
E-learning
Representations of acting
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
topic Linguística aplicada
ISD
Trabalho docente
Tutor
Representações do agir
Applied linguistics
ISD
Teaching work
Tutor
E-learning
Representations of acting
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
description Concurrently with the expansion of the e-learning mode, the need to expand studies focused on the tutoring activity arises. Playing an extremely important role in online educational setting, the tutor crosses impasses that, in many cases, generate doubts and insecurity about the role they play. Thus, this research aims to investigate the representations of acting of elearning tutors on the work they develop, in order to verify the tutor social function, based on the texts/speeches produced by them and the prescriptive documents of this activity. Based on the theoretical contributions of Socio-Discursive Interacionism (SDI) from Bronckart (2012/1999, 2007, 2006); Machado (2004, 2007); Abreu-Tardelli (2004); Pereira, Medrado and Reichmann (2015), and in the work sciences with Amigues (2004); Saujat (2004); Clot (2007, 2010); Nouroudine (2002), we understand that action and language play a fundamental role in human development, so it is possible to understand from the view of the tutors themselves, coming from different fields of knowledge, and the functions they perform in their professional activity, the place they occupy in society. To better understand this multiplicity of knowledge that involves the activity of tutoring in e-learning, we analyzed prescriptive documents of the tutorial activity, texts produced in the discussion forums of an online training course offered to tutors from selective processes and texts/speeches generated from semi-structured interviews. The analysis showed that the modalizations present in the texts/speeches produced by the tutors are characteristics of professionals responsible for their actions, and that despite non-experience, or lack of prescriptions, they are able to conduct their work based on what they can and should do. The representations about teaching activity in e-learning found, lead us to a conception that there is still an (mis) understanding about the tutor's work. Under the Brazilian legislation, the mentions to these professionals are still few and vague. In the forum posts of the training course we observe that the representations of each collaborator converge in some aspects, but in others there are disagreements, especially with regard to the duties to be performed by the tutor. In the interviews, we observed that the representations of the tutors are anchored mainly in the previous experiences they had with elearning, which gave rise to the various duties of the tutor, some of them, absent in the prescriptive documents themselves.
publishDate 2017
dc.date.none.fl_str_mv 2017-03-31
2018-10-15T20:36:10Z
2018-10-15
2018-10-15T20:36:10Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://repositorio.ufpb.br/jspui/handle/123456789/12038
url https://repositorio.ufpb.br/jspui/handle/123456789/12038
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Linguística e ensino
Mestrado Profissional em Linguística
UFPB
publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Linguística e ensino
Mestrado Profissional em Linguística
UFPB
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da UFPB
instname:Universidade Federal da Paraíba (UFPB)
instacron:UFPB
instname_str Universidade Federal da Paraíba (UFPB)
instacron_str UFPB
institution UFPB
reponame_str Biblioteca Digital de Teses e Dissertações da UFPB
collection Biblioteca Digital de Teses e Dissertações da UFPB
repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)
repository.mail.fl_str_mv diretoria@ufpb.br|| diretoria@ufpb.br
_version_ 1801842935310843904