A atuação do tutor presencial no curso de pedagogia UAB/UFSM e sua relação com os processos de aprendizagem

Detalhes bibliográficos
Autor(a) principal: Soeiro, Aline Fernanda
Data de Publicação: 2019
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Manancial - Repositório Digital da UFSM
dARK ID: ark:/26339/0013000008x7p
Texto Completo: http://repositorio.ufsm.br/handle/1/19761
Resumo: This research, developed under the Professional Master Program in Public Policy and Educational Management of the Federal University of Santa Maria - UFSM, in the research line “Policies and Management of Higher Education- LP1”, from 2017 to 2019, focused on understanding the possible implications of the tutor's performance in the teaching-learning process of students, considering the scope of poles of the Education Course distance UFSM under the Brazilian Open University (UAB). Initially, the systematization of legal norms was performed, trying to understand the main attributions of the present tutor, and how they have been developed in the UAB/UFSM Pedagogy Course.We also seek to understand, from the point of view of the research subjects how the attributions of these tutors can influence the teaching-learning processes of students.The applied research was based on a qualitative approach, combining consultation with empirical documents and empirical data, listening to the subjects directly involved with the course: present tutors and students with active enrollment. Data collection involved semi-structured interviews with present tutors, who developed their tutoring activities longer in the course.In addition, it was used to collect the data a dialogical listening with students from two poles of the UAB/UFSM Pedagogy Course. To understand and compile the data, we opted for the Discursive Textual Analysis, which emerged three categories: perception of the subjects about the activities developed by the present tutor; relations/interactions between the subjects involved in the teaching-learning processes in distance learning, and the influence of the present tutor in the teaching-learning processes. After, carefully analyzing each of these categories, in light of the questions and objectives of the study, it can be concluded that the work of the present tutor makes a difference in the academic life of the students, and that this provides a differential in the teaching-learning processes, and is directly linked to human relationships and motivational encouragement. Thus, was proposed, as a final product, to use the electronic tool “Padlet”, which is a collaborative learning environment, as it is understood that this can be a way of qualifying the performance of the tutors of the UAB/UFSM Pedagogy course, with exchanges of experiences, minimizing the weaknesses pointed out during this research.
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spelling A atuação do tutor presencial no curso de pedagogia UAB/UFSM e sua relação com os processos de aprendizagemThe acting of the tutor presencial in the UAB / UFSM pedagogy course and its relationship with the learning processesEducação a distânciaTutor presencialPolíticas públicasAprendizagemDistance educationPresent tutorPublic policyLearningCNPQ::CIENCIAS HUMANAS::EDUCACAOThis research, developed under the Professional Master Program in Public Policy and Educational Management of the Federal University of Santa Maria - UFSM, in the research line “Policies and Management of Higher Education- LP1”, from 2017 to 2019, focused on understanding the possible implications of the tutor's performance in the teaching-learning process of students, considering the scope of poles of the Education Course distance UFSM under the Brazilian Open University (UAB). Initially, the systematization of legal norms was performed, trying to understand the main attributions of the present tutor, and how they have been developed in the UAB/UFSM Pedagogy Course.We also seek to understand, from the point of view of the research subjects how the attributions of these tutors can influence the teaching-learning processes of students.The applied research was based on a qualitative approach, combining consultation with empirical documents and empirical data, listening to the subjects directly involved with the course: present tutors and students with active enrollment. Data collection involved semi-structured interviews with present tutors, who developed their tutoring activities longer in the course.In addition, it was used to collect the data a dialogical listening with students from two poles of the UAB/UFSM Pedagogy Course. To understand and compile the data, we opted for the Discursive Textual Analysis, which emerged three categories: perception of the subjects about the activities developed by the present tutor; relations/interactions between the subjects involved in the teaching-learning processes in distance learning, and the influence of the present tutor in the teaching-learning processes. After, carefully analyzing each of these categories, in light of the questions and objectives of the study, it can be concluded that the work of the present tutor makes a difference in the academic life of the students, and that this provides a differential in the teaching-learning processes, and is directly linked to human relationships and motivational encouragement. Thus, was proposed, as a final product, to use the electronic tool “Padlet”, which is a collaborative learning environment, as it is understood that this can be a way of qualifying the performance of the tutors of the UAB/UFSM Pedagogy course, with exchanges of experiences, minimizing the weaknesses pointed out during this research.A presente pesquisa, desenvolvida no âmbito do Programa de Mestrado Profissional em Políticas Públicas e Gestão Educacional da Universidade Federal de Santa Maria - UFSM, na linha de pesquisa “Políticas e Gestão da Educação Superior- LP1”, no período de 2017 a 2019, teve como foco compreender as possíveis implicações da atuação do tutor presencial nos processos de ensino-aprendizagem discente, considerando os polos de abrangência do Curso de Pedagogia a distância da UFSM, no âmbito da Universidade Aberta do Brasil (UAB). Inicialmente, realizou-se a sistematização das normativas legais, procurando entender as principais atribuições do tutor presencial, e como elas vêm sendo desenvolvidas no Curso de Pedagogia UAB/UFSM. Buscou-se também perceber, a partir do ponto de vista dos sujeitos da pesquisa, como as atribuições desses tutores pode influenciar os processos de ensino-aprendizagem dos estudantes. A investigação, de natureza aplicada, ancorou-se em uma abordagem qualitativa, mesclando consulta a documentos e dados empíricos, à escuta dos sujeitos envolvidos diretamente com o curso: tutores presenciais e discentes com matrículas ativas. A coleta de dados envolveu entrevistas semiestruturadas com tutores presenciais, que desenvolviam suas atividades de tutoria há mais tempo no curso. Além disso, foi usada para coletar os dados uma escuta dialógica com estudantes de dois polos do Curso de Pedagogia UAB/UFSM. Para compreender e compilar os dados, optou-se pela Análise Textual Discursiva, da qual emergiram três categorias: percepção dos sujeitos acerca das atividades desenvolvidas pelo tutor presencial; relações/interações entre os sujeitos implicados nos processos de ensino-aprendizagem em EAD, e influência do tutor presencial nos processos de ensino aprendizagem. Após análise, é possível inferir que o trabalho do tutor presencial pode fazer à diferença na vida acadêmica dos discentes, e que tem implicações nos processos de ensino-aprendizagem, principalmente vinculadas às relações humanas e ao incentivo motivacional. Desta forma, foi proposto, como produto final, a utilização da ferramenta eletrônica Padlet, que é um ambiente colaborativo de aprendizagem, por entender que este pode ser uma forma de qualificar a atuação dos tutores presenciais do curso de Pedagogia UAB/UFSM, com trocas de experiências e vivências, minimizando as fragilidades apontadas no decorrer desta pesquisa.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalCentro de EducaçãoCecchin, Andréa Forgiarinihttp://lattes.cnpq.br/4684285806758483Pavão, Ana Cláudia Oliveirahttp://lattes.cnpq.br/7103505448590793Silva, Monique dahttp://lattes.cnpq.br/0049329334408603Soeiro, Aline Fernanda2020-03-06T18:30:00Z2020-03-06T18:30:00Z2019-08-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/19761ark:/26339/0013000008x7pporAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2020-03-07T06:02:32Zoai:repositorio.ufsm.br:1/19761Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2020-03-07T06:02:32Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv A atuação do tutor presencial no curso de pedagogia UAB/UFSM e sua relação com os processos de aprendizagem
The acting of the tutor presencial in the UAB / UFSM pedagogy course and its relationship with the learning processes
title A atuação do tutor presencial no curso de pedagogia UAB/UFSM e sua relação com os processos de aprendizagem
spellingShingle A atuação do tutor presencial no curso de pedagogia UAB/UFSM e sua relação com os processos de aprendizagem
Soeiro, Aline Fernanda
Educação a distância
Tutor presencial
Políticas públicas
Aprendizagem
Distance education
Present tutor
Public policy
Learning
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short A atuação do tutor presencial no curso de pedagogia UAB/UFSM e sua relação com os processos de aprendizagem
title_full A atuação do tutor presencial no curso de pedagogia UAB/UFSM e sua relação com os processos de aprendizagem
title_fullStr A atuação do tutor presencial no curso de pedagogia UAB/UFSM e sua relação com os processos de aprendizagem
title_full_unstemmed A atuação do tutor presencial no curso de pedagogia UAB/UFSM e sua relação com os processos de aprendizagem
title_sort A atuação do tutor presencial no curso de pedagogia UAB/UFSM e sua relação com os processos de aprendizagem
author Soeiro, Aline Fernanda
author_facet Soeiro, Aline Fernanda
author_role author
dc.contributor.none.fl_str_mv Cecchin, Andréa Forgiarini
http://lattes.cnpq.br/4684285806758483
Pavão, Ana Cláudia Oliveira
http://lattes.cnpq.br/7103505448590793
Silva, Monique da
http://lattes.cnpq.br/0049329334408603
dc.contributor.author.fl_str_mv Soeiro, Aline Fernanda
dc.subject.por.fl_str_mv Educação a distância
Tutor presencial
Políticas públicas
Aprendizagem
Distance education
Present tutor
Public policy
Learning
CNPQ::CIENCIAS HUMANAS::EDUCACAO
topic Educação a distância
Tutor presencial
Políticas públicas
Aprendizagem
Distance education
Present tutor
Public policy
Learning
CNPQ::CIENCIAS HUMANAS::EDUCACAO
description This research, developed under the Professional Master Program in Public Policy and Educational Management of the Federal University of Santa Maria - UFSM, in the research line “Policies and Management of Higher Education- LP1”, from 2017 to 2019, focused on understanding the possible implications of the tutor's performance in the teaching-learning process of students, considering the scope of poles of the Education Course distance UFSM under the Brazilian Open University (UAB). Initially, the systematization of legal norms was performed, trying to understand the main attributions of the present tutor, and how they have been developed in the UAB/UFSM Pedagogy Course.We also seek to understand, from the point of view of the research subjects how the attributions of these tutors can influence the teaching-learning processes of students.The applied research was based on a qualitative approach, combining consultation with empirical documents and empirical data, listening to the subjects directly involved with the course: present tutors and students with active enrollment. Data collection involved semi-structured interviews with present tutors, who developed their tutoring activities longer in the course.In addition, it was used to collect the data a dialogical listening with students from two poles of the UAB/UFSM Pedagogy Course. To understand and compile the data, we opted for the Discursive Textual Analysis, which emerged three categories: perception of the subjects about the activities developed by the present tutor; relations/interactions between the subjects involved in the teaching-learning processes in distance learning, and the influence of the present tutor in the teaching-learning processes. After, carefully analyzing each of these categories, in light of the questions and objectives of the study, it can be concluded that the work of the present tutor makes a difference in the academic life of the students, and that this provides a differential in the teaching-learning processes, and is directly linked to human relationships and motivational encouragement. Thus, was proposed, as a final product, to use the electronic tool “Padlet”, which is a collaborative learning environment, as it is understood that this can be a way of qualifying the performance of the tutors of the UAB/UFSM Pedagogy course, with exchanges of experiences, minimizing the weaknesses pointed out during this research.
publishDate 2019
dc.date.none.fl_str_mv 2019-08-15
2020-03-06T18:30:00Z
2020-03-06T18:30:00Z
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 http://repositorio.ufsm.br/handle/1/19761
dc.identifier.dark.fl_str_mv ark:/26339/0013000008x7p
url http://repositorio.ufsm.br/handle/1/19761
identifier_str_mv ark:/26339/0013000008x7p
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
Brasil
Educação
UFSM
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
Centro de Educação
publisher.none.fl_str_mv Universidade Federal de Santa Maria
Brasil
Educação
UFSM
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
Centro de Educação
dc.source.none.fl_str_mv reponame:Manancial - Repositório Digital da UFSM
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Manancial - Repositório Digital da UFSM
collection Manancial - Repositório Digital da UFSM
repository.name.fl_str_mv Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv atendimento.sib@ufsm.br||tedebc@gmail.com
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