Os saberes docentes na tutoria em Educação a Distância
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFPel - Guaiaca |
Texto Completo: | http://guaiaca.ufpel.edu.br/handle/123456789/1673 |
Resumo: | The pedagogic structuring of Distance Learning has been analyzed by different approaches, providing a considerable potential for researches. The present PhD Thesis on Education, linked to the themes Curriculum, Profissionalization and Teaching Work, aimed to reflect on the teaching knowledge of virtual tutors, active subjects in the teaching-learning process in the distance learning courses. As the main theoretical framework, Maurice Tardif and Cecília Borges were chosen, concerning the teacher knowledge; Daniel Mill, who studies about politeaching in Distance Learning and, Basil Bernstein, sociologist who developed a theory concerning the structuring of the teaching discourse. Through readings and reflections, these authors engaged in talks about the research problem proposed: how does the distance tutor of the Distance Math Teaching Course (DMTC) re-contextualizes his teaching knowledge in the field of Distance Learning? The research was carried out at the Federal University of Pelotas in the Distance Math Teaching Course, which started its academic activities in 2006 and which currently serves 30 places and around 770 students. The proposed research had a qualitative approach, being defined as a case study. The subjects researched were distance tutors from the DMTC. The data was collected through online questionnaires, semi-structured interview and a non-systematic observation of the tutors practice, and were later analyzed through Bardin s Content Analysis and Bernstein s theory. The main results obtained were that the re-contextualization of teacher knowledge in the tutoring practice occurs by the restructuring and reorganization of the contents; by the type of communication held with the students, mainly written; by the differentiated way in which the materials and activities need to be presented, invariably in a more detailed way in order to enable the student to study individually as well as in a group; and by the continuous contact between the tutor and the student, respecting the time for return of 24 hours, according to the tutor assignments, a CAPES scholar. The feedback for the student takes place mainly through writing and is individualized. The re-contextualization occurs in the affectivity and interaction with the student which happens virtually and in a more private setting, mediated by the technologies. It was clearly evident that the temporal-spatial dynamics of Distance Learning has its specific peculiarities, demanding the understanding of synchronous and asynchronous moments as learning potentials of the students. |
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http://lattes.cnpq.br/5437896504110766http://lattes.cnpq.br/4442388640917569Leite, Maria Cecilia Loreahttp://lattes.cnpq.br/6507656416518174Sperotto, Rosária IlgenfritzSperotto, Rosária IlgenfritzDel Pino, Mauro Augusto BurkertGrützmann, Thaís Philipsen2014-08-20T13:48:04Z2014-01-142014-08-20T13:48:04Z2013-08-30GRÜTZMANN, Thaís Philipsen. Os Saberes Docentes na Tutoria em Educação a Distância. 2013. 260 f. Tese (Doutorado em Educação) - Universidade Federal de Pelotas, Pelotas, 2013.http://guaiaca.ufpel.edu.br/handle/123456789/1673The pedagogic structuring of Distance Learning has been analyzed by different approaches, providing a considerable potential for researches. The present PhD Thesis on Education, linked to the themes Curriculum, Profissionalization and Teaching Work, aimed to reflect on the teaching knowledge of virtual tutors, active subjects in the teaching-learning process in the distance learning courses. As the main theoretical framework, Maurice Tardif and Cecília Borges were chosen, concerning the teacher knowledge; Daniel Mill, who studies about politeaching in Distance Learning and, Basil Bernstein, sociologist who developed a theory concerning the structuring of the teaching discourse. Through readings and reflections, these authors engaged in talks about the research problem proposed: how does the distance tutor of the Distance Math Teaching Course (DMTC) re-contextualizes his teaching knowledge in the field of Distance Learning? The research was carried out at the Federal University of Pelotas in the Distance Math Teaching Course, which started its academic activities in 2006 and which currently serves 30 places and around 770 students. The proposed research had a qualitative approach, being defined as a case study. The subjects researched were distance tutors from the DMTC. The data was collected through online questionnaires, semi-structured interview and a non-systematic observation of the tutors practice, and were later analyzed through Bardin s Content Analysis and Bernstein s theory. The main results obtained were that the re-contextualization of teacher knowledge in the tutoring practice occurs by the restructuring and reorganization of the contents; by the type of communication held with the students, mainly written; by the differentiated way in which the materials and activities need to be presented, invariably in a more detailed way in order to enable the student to study individually as well as in a group; and by the continuous contact between the tutor and the student, respecting the time for return of 24 hours, according to the tutor assignments, a CAPES scholar. The feedback for the student takes place mainly through writing and is individualized. The re-contextualization occurs in the affectivity and interaction with the student which happens virtually and in a more private setting, mediated by the technologies. It was clearly evident that the temporal-spatial dynamics of Distance Learning has its specific peculiarities, demanding the understanding of synchronous and asynchronous moments as learning potentials of the students.A estruturação pedagógica da Educação a Distância vem sendo analisada sobre diferentes enfoques, proporcionando uma gama potencial de pesquisas. Esta Tese de Doutorado em Educação, vinculada à linha Currículo, Profissionalização e Trabalho Docente, buscou refletir sobre os saberes docentes dos tutores virtuais, sujeitos ativos no processo de ensino-aprendizagem dentro dos cursos na modalidade a distância. Como referencial teórico principal, foram escolhidos Maurice Tardif e Cecília Borges, em relação aos saberes docentes; Daniel Mill, que estuda sobre a polidocência na Educação a Distância e, Basil Bernstein, sociólogo que desenvolveu uma teoria sobre a estruturação do discurso pedagógico. Por meio de leituras e reflexões, esses autores foram levados a dialogarem com o problema de pesquisa proposto: como o tutor a distância do Curso de Licenciatura em Matemática a Distância (CLMD) recontextualiza os seus saberes docentes na atuação em Educação a Distância? O lócus de pesquisa foi o Curso de Licenciatura em Matemática a Distância da Universidade Federal de Pelotas, o qual iniciou suas atividades acadêmicas em 2006 e que, atualmente, atende 30 polos e aproximadamente 770 acadêmicos. A pesquisa proposta teve o caráter qualitativo, sendo definida como um estudo de caso. Os sujeitos pesquisados foram os tutores a distância do CLMD. Os dados foram coletados através de questionário online, entrevista semi-estruturada e observação não sistemática da prática dos tutores, e posteriormente, analisados através da Análise de Conteúdo de Bardin e da teoria de Bernstein. Os principais resultados obtidos foram que a recontextualização dos saberes docentes na prática da tutoria acontece pela reestruturação e reorganização dos conteúdos; pelo tipo de comunicação realizada com os estudantes, principalmente na forma escrita; pela forma diferenciada com que os materiais e as atividades precisam ser apresentados, invariavelmente de forma mais detalhada a fim de que o estudante possa estudar de forma individual e também no coletivo; e através do contato contínuo entre tutor e estudante, respeitando o prazo para retorno de 24 horas, conforme as atribuições do tutor, bolsista da CAPES. O retorno ao aluno feedback − acontece de forma predominantemente escrita e é individualizado. A recontextualização também se configura na afetividade e na interação com o aluno que acontece de forma virtual e mais particularizada, mediada pelas tecnologias. Ficou evidente que a dinâmica espaço-temporal da EaD tem especificidades, exigindo a compreensão dos momentos síncronos e assíncronos como potenciais de aprendizagem dos acadêmicos.application/pdfporUniversidade Federal de PelotasPrograma de Pós-Graduação em EducaçãoUFPelBRFaculdade de EducaçãoTutoriaSaberes docentesRecontextualizaçãoPolidocênciaEducação a distânciaTutoringTeacher knowledgeRe-contextualizationPoliteachingDistance learningCNPQ::CIENCIAS HUMANAS::EDUCACAOOs saberes docentes na tutoria em Educação a Distânciainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFPel - Guaiacainstname:Universidade Federal de Pelotas (UFPEL)instacron:UFPELORIGINALThais Philipsen Grutzmann_Teses.pdfapplication/pdf5545760http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1673/1/Thais%20Philipsen%20Grutzmann_Teses.pdf9f39960f0b57ed814ad9d18aa38a8075MD51open accessTEXTThais Philipsen Grutzmann_Teses.pdf.txtThais Philipsen Grutzmann_Teses.pdf.txtExtracted Texttext/plain537623http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1673/2/Thais%20Philipsen%20Grutzmann_Teses.pdf.txt83885e29b93f0072d255b7f62a74376aMD52open accessTHUMBNAILThais Philipsen Grutzmann_Teses.pdf.jpgThais Philipsen Grutzmann_Teses.pdf.jpgGenerated Thumbnailimage/jpeg1289http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1673/3/Thais%20Philipsen%20Grutzmann_Teses.pdf.jpg696821d5ec883661b287b737ddafdb04MD53open access123456789/16732021-12-08 15:29:07.199open accessoai:guaiaca.ufpel.edu.br:123456789/1673Repositório InstitucionalPUBhttp://repositorio.ufpel.edu.br/oai/requestrippel@ufpel.edu.br || repositorio@ufpel.edu.br || aline.batista@ufpel.edu.bropendoar:2021-12-08T18:29:07Repositório Institucional da UFPel - Guaiaca - Universidade Federal de Pelotas (UFPEL)false |
dc.title.por.fl_str_mv |
Os saberes docentes na tutoria em Educação a Distância |
title |
Os saberes docentes na tutoria em Educação a Distância |
spellingShingle |
Os saberes docentes na tutoria em Educação a Distância Grützmann, Thaís Philipsen Tutoria Saberes docentes Recontextualização Polidocência Educação a distância Tutoring Teacher knowledge Re-contextualization Politeaching Distance learning CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Os saberes docentes na tutoria em Educação a Distância |
title_full |
Os saberes docentes na tutoria em Educação a Distância |
title_fullStr |
Os saberes docentes na tutoria em Educação a Distância |
title_full_unstemmed |
Os saberes docentes na tutoria em Educação a Distância |
title_sort |
Os saberes docentes na tutoria em Educação a Distância |
author |
Grützmann, Thaís Philipsen |
author_facet |
Grützmann, Thaís Philipsen |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/5437896504110766 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/4442388640917569 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Leite, Maria Cecilia Lorea |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/6507656416518174 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Sperotto, Rosária Ilgenfritz |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
Sperotto, Rosária Ilgenfritz |
dc.contributor.advisor1.fl_str_mv |
Del Pino, Mauro Augusto Burkert |
dc.contributor.author.fl_str_mv |
Grützmann, Thaís Philipsen |
contributor_str_mv |
Del Pino, Mauro Augusto Burkert |
dc.subject.por.fl_str_mv |
Tutoria Saberes docentes Recontextualização Polidocência Educação a distância |
topic |
Tutoria Saberes docentes Recontextualização Polidocência Educação a distância Tutoring Teacher knowledge Re-contextualization Politeaching Distance learning CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Tutoring Teacher knowledge Re-contextualization Politeaching Distance learning |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The pedagogic structuring of Distance Learning has been analyzed by different approaches, providing a considerable potential for researches. The present PhD Thesis on Education, linked to the themes Curriculum, Profissionalization and Teaching Work, aimed to reflect on the teaching knowledge of virtual tutors, active subjects in the teaching-learning process in the distance learning courses. As the main theoretical framework, Maurice Tardif and Cecília Borges were chosen, concerning the teacher knowledge; Daniel Mill, who studies about politeaching in Distance Learning and, Basil Bernstein, sociologist who developed a theory concerning the structuring of the teaching discourse. Through readings and reflections, these authors engaged in talks about the research problem proposed: how does the distance tutor of the Distance Math Teaching Course (DMTC) re-contextualizes his teaching knowledge in the field of Distance Learning? The research was carried out at the Federal University of Pelotas in the Distance Math Teaching Course, which started its academic activities in 2006 and which currently serves 30 places and around 770 students. The proposed research had a qualitative approach, being defined as a case study. The subjects researched were distance tutors from the DMTC. The data was collected through online questionnaires, semi-structured interview and a non-systematic observation of the tutors practice, and were later analyzed through Bardin s Content Analysis and Bernstein s theory. The main results obtained were that the re-contextualization of teacher knowledge in the tutoring practice occurs by the restructuring and reorganization of the contents; by the type of communication held with the students, mainly written; by the differentiated way in which the materials and activities need to be presented, invariably in a more detailed way in order to enable the student to study individually as well as in a group; and by the continuous contact between the tutor and the student, respecting the time for return of 24 hours, according to the tutor assignments, a CAPES scholar. The feedback for the student takes place mainly through writing and is individualized. The re-contextualization occurs in the affectivity and interaction with the student which happens virtually and in a more private setting, mediated by the technologies. It was clearly evident that the temporal-spatial dynamics of Distance Learning has its specific peculiarities, demanding the understanding of synchronous and asynchronous moments as learning potentials of the students. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-08-30 |
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2014-08-20T13:48:04Z |
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2014-01-14 2014-08-20T13:48:04Z |
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GRÜTZMANN, Thaís Philipsen. Os Saberes Docentes na Tutoria em Educação a Distância. 2013. 260 f. Tese (Doutorado em Educação) - Universidade Federal de Pelotas, Pelotas, 2013. |
dc.identifier.uri.fl_str_mv |
http://guaiaca.ufpel.edu.br/handle/123456789/1673 |
identifier_str_mv |
GRÜTZMANN, Thaís Philipsen. Os Saberes Docentes na Tutoria em Educação a Distância. 2013. 260 f. Tese (Doutorado em Educação) - Universidade Federal de Pelotas, Pelotas, 2013. |
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http://guaiaca.ufpel.edu.br/handle/123456789/1673 |
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Universidade Federal de Pelotas |
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UFPel |
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Faculdade de Educação |
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Universidade Federal de Pelotas |
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