O tutor presencial na educação a distância: interação entre papel, atribuição, mediação e prática pedagógica na formação continuada de professores

• Autor(a) principal: Soares, Leililene Antunes
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/3426
• topic: Educação a distância; Tutor presencial; Formação de professores; Distance education; Presence tutor; Education of teachers; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study aimed to analyze the pedagogical practice of presence tutorial in a Post Garduation Lato Sensu Course in Educational Coordination. In addition to understanding their role and tasks, we seek to identify the pedagogical mediations effect by tutors in the process of promoting the learning of the course participants in the perspective of building knowledge in the ongoing training of teacher trainers in the distance. The study was developed through a qualitative approach and used semi-structured interviews and questionnaires as instruments of data collection. Data were analyzed using a technique called content analysis. The object of study survey was a Post Garduation Lato Sensu Course in Educational Coordination, linked to the Department of Basic Education, the Ministry of Education under the National School of Public Managers in Basic Education. The subjects studied were three tutors and nine course participants. The results indicated that pedagogical practice is focused on meeting the needs of course participants, respecting their uniqueness through qualitative, contextual and targeted aid to a continuing and collaborative education. Course participants and tutors combine teaching practice the mediation process, and the link between these subjects was relevant to both parts of the process of continuing education. The practice was related to the transmission of knowledge and formative assessment, and based on the guidance and monitoring of course participants, which occurred on an ongoing basis, motivating them to the construction of their own knowledge through a close relationship, solidarity and collaboration. The tutors followed the development of activities relating theory to practice, and used PVANet as a tool for information. These actions facilitated the construction of their own learning, the development of autonomy and reflection, which are essential elements mediators in training teachers in distance education. The tutors completed their assignments, helped, guided, mediated, taught and answered questions, encouraging learning and thinking opportunities, personal growth and professional development of the course participants.