Senses and meanings in the learning process in distance college education: the presential tutor’s performance

Detalhes bibliográficos
Autor(a) principal: Soeiro, Aline Fernanda
Data de Publicação: 2021
Outros Autores: Cecchin, Andréa Forgiarini, Nogueira, Vanessa dos Santos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/12858
Resumo: This study seeks to understand the possible implications of the presence of the presential tutor in the teaching-learning processes of students, considering the poles of scope of the Pedagogy Course, between the years 2017 to 2019, within the scope of the Open University of Brazil (UAB). This research was carried out through the study developed in the Professional Master's Program in Public Policies and Educational Management at the Federal University of Santa Maria. First, we sought to know the roles of presential tutor in the Pedagogy course.We sought to perceive, from the point of view of the research subjects, how the attributions of these tutors can influence the students' teaching-learning processes. The investigation, of an applied nature, was anchored in a qualitative approach, interweaving the consultation with documents and empirical data to listen to the subjects directly involved with the course. Data collection involved semi-structured interviews with presentials tutors and a dialogical listening with students from two centers attended by the course. The data were analyzed based on the Discursive Textual Analysis, from which three categories emerged: Perception of the subjects about the activities developed by the presential tutor; Relations/interactions between the subjects involved in the teaching-learning processes in distance learning, and influence of the presential tutor in the teaching-learning processes. From this research scenario, the product resulted in the creation of a collaborative learning environment among the presentials tutors of the course, using the electronic tool Padlet.
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spelling Senses and meanings in the learning process in distance college education: the presential tutor’s performanceSentidos y significados em el proceso de aprendizaje em educación superior a distancia: el desempeño del tutor presencialSentidos e significados no processo de aprendizagem no ensino superior a distância: a atuação do tutor presencialDistance educationPresencial tutorOpen University of BrazilTeaching-learning.Educación a distânciaTutor presencialUniversidad Abierta de BrasilEnseñanza-aprendizaje.Educação a distânciaTutor presencialUniversidade Aberta do BrasilEnsino-aprendizagem. This study seeks to understand the possible implications of the presence of the presential tutor in the teaching-learning processes of students, considering the poles of scope of the Pedagogy Course, between the years 2017 to 2019, within the scope of the Open University of Brazil (UAB). This research was carried out through the study developed in the Professional Master's Program in Public Policies and Educational Management at the Federal University of Santa Maria. First, we sought to know the roles of presential tutor in the Pedagogy course.We sought to perceive, from the point of view of the research subjects, how the attributions of these tutors can influence the students' teaching-learning processes. The investigation, of an applied nature, was anchored in a qualitative approach, interweaving the consultation with documents and empirical data to listen to the subjects directly involved with the course. Data collection involved semi-structured interviews with presentials tutors and a dialogical listening with students from two centers attended by the course. The data were analyzed based on the Discursive Textual Analysis, from which three categories emerged: Perception of the subjects about the activities developed by the presential tutor; Relations/interactions between the subjects involved in the teaching-learning processes in distance learning, and influence of the presential tutor in the teaching-learning processes. From this research scenario, the product resulted in the creation of a collaborative learning environment among the presentials tutors of the course, using the electronic tool Padlet.Este estudio busca comprender las posibles implicaciones de la presencia del tutor presencial en los procesos de enseñanza-aprendizaje de los estudiantes, considerando los polos de alcance del Curso de Pedagogía, entre los años 2017 a 2019, en el ámbito de la Universidad Abierta de Brasil (UAB). Esta investigación se realizó através del estudio desarrollado en el Programa de Maestría Profesional en Políticas Públicas y Gestión Educativa de la Universidad Federal de Santa María. Inicialmente se sistematizó la normativa legal, buscando entender las principales funciones del tutor presencial. Se buscó percibir, desde el punto de vista de los sujetos de investigación, cómo las atribuciones de estos tutores pueden influir en los procesos de enseñanza-aprendizaje de los estudiantes. La investigación, de carácter aplicado, se ancló en un enfoque cualitativo, entretejiendo la consulta con documentos y datos empíricos. La recogida de datos implicó entrevistas semiestructuradas con tutores presenciales y una escucha dialógica con alumnos de dos centros a los que asistió el curso. Los datos fueron analizados con base en el Análisis Textual Discursivo, del cual emergieron tres categorías: Percepción de los sujetos sobre las actividades desarrolladas por el tutor presencial; Relaciones/interacciones entre los sujetos implicados en los procesos de enseñanza-aprendizaje en la educación a distancia, e influencia del tutor presencial en los procesos de enseñanza-aprendizaje. A partir de este escenario de investigación, el producto resultó en la creación de un ambiente de aprendizaje colaborativo entre los tutores presenciales, utilizando el Padlet.O presente estudo busca compreender as possíveis implicações da atuação do tutor presencial nos processos de ensino-aprendizagem discentes, considerando os polos de abrangência do Curso de Pedagogia, entre os anos de 2017 a 2019, no âmbito da Universidade Aberta do Brasil (UAB). Essa pesquisa foi realizada através do estudo desenvolvido no Programa de Mestrado Profissional em Políticas Públicas e Gestão Educacional da Universidade Federal de Santa Maria. Inicialmente, realizou-se a sistematização das normativas legais, procurando entender as principais funções do tutor presencial e como elas vinham sendo desenvolvidas no Curso de Pedagogia UAB/UFSM. Buscou-se perceber, a partir do ponto de vista dos sujeitos da pesquisa como as atribuições desses tutores podem influenciar os processos de ensino-aprendizagem dos estudantes. A investigação, de natureza aplicada, ancorou-se em uma abordagem qualitativa, entrelaçando a consulta a documentos e dados empíricos à escuta dos sujeitos envolvidos diretamente com o curso. A coleta de dados envolveu entrevistas semiestruturadas com tutores presenciais e uma escuta dialógica com estudantes de dois polos atendidos pelo curso. Os dados foram analisados a partir da 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. Deste cenário de pesquisa, resultou como produto a criação de um ambiente colaborativo de aprendizagem entre os tutores presenciais do curso, utilizando-se da ferramenta eletrônica Padlet.Research, Society and Development2021-02-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1285810.33448/rsd-v10i2.12858Research, Society and Development; Vol. 10 No. 2; e58110212858Research, Society and Development; Vol. 10 Núm. 2; e58110212858Research, Society and Development; v. 10 n. 2; e581102128582525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/12858/11627Copyright (c) 2021 Aline Fernanda Soeiro; Andréa Forgiarini Cecchin; Vanessa dos Santos Nogueirahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSoeiro, Aline Fernanda Cecchin, Andréa Forgiarini Nogueira, Vanessa dos Santos 2021-03-02T09:32:39Zoai:ojs.pkp.sfu.ca:article/12858Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:34:19.818840Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Senses and meanings in the learning process in distance college education: the presential tutor’s performance
Sentidos y significados em el proceso de aprendizaje em educación superior a distancia: el desempeño del tutor presencial
Sentidos e significados no processo de aprendizagem no ensino superior a distância: a atuação do tutor presencial
title Senses and meanings in the learning process in distance college education: the presential tutor’s performance
spellingShingle Senses and meanings in the learning process in distance college education: the presential tutor’s performance
Soeiro, Aline Fernanda
Distance education
Presencial tutor
Open University of Brazil
Teaching-learning.
Educación a distância
Tutor presencial
Universidad Abierta de Brasil
Enseñanza-aprendizaje.
Educação a distância
Tutor presencial
Universidade Aberta do Brasil
Ensino-aprendizagem.
title_short Senses and meanings in the learning process in distance college education: the presential tutor’s performance
title_full Senses and meanings in the learning process in distance college education: the presential tutor’s performance
title_fullStr Senses and meanings in the learning process in distance college education: the presential tutor’s performance
title_full_unstemmed Senses and meanings in the learning process in distance college education: the presential tutor’s performance
title_sort Senses and meanings in the learning process in distance college education: the presential tutor’s performance
author Soeiro, Aline Fernanda
author_facet Soeiro, Aline Fernanda
Cecchin, Andréa Forgiarini
Nogueira, Vanessa dos Santos
author_role author
author2 Cecchin, Andréa Forgiarini
Nogueira, Vanessa dos Santos
author2_role author
author
dc.contributor.author.fl_str_mv Soeiro, Aline Fernanda
Cecchin, Andréa Forgiarini
Nogueira, Vanessa dos Santos
dc.subject.por.fl_str_mv Distance education
Presencial tutor
Open University of Brazil
Teaching-learning.
Educación a distância
Tutor presencial
Universidad Abierta de Brasil
Enseñanza-aprendizaje.
Educação a distância
Tutor presencial
Universidade Aberta do Brasil
Ensino-aprendizagem.
topic Distance education
Presencial tutor
Open University of Brazil
Teaching-learning.
Educación a distância
Tutor presencial
Universidad Abierta de Brasil
Enseñanza-aprendizaje.
Educação a distância
Tutor presencial
Universidade Aberta do Brasil
Ensino-aprendizagem.
description This study seeks to understand the possible implications of the presence of the presential tutor in the teaching-learning processes of students, considering the poles of scope of the Pedagogy Course, between the years 2017 to 2019, within the scope of the Open University of Brazil (UAB). This research was carried out through the study developed in the Professional Master's Program in Public Policies and Educational Management at the Federal University of Santa Maria. First, we sought to know the roles of presential tutor in the Pedagogy course.We sought to perceive, from the point of view of the research subjects, how the attributions of these tutors can influence the students' teaching-learning processes. The investigation, of an applied nature, was anchored in a qualitative approach, interweaving the consultation with documents and empirical data to listen to the subjects directly involved with the course. Data collection involved semi-structured interviews with presentials tutors and a dialogical listening with students from two centers attended by the course. The data were analyzed based on the Discursive Textual Analysis, from which three categories emerged: Perception of the subjects about the activities developed by the presential tutor; Relations/interactions between the subjects involved in the teaching-learning processes in distance learning, and influence of the presential tutor in the teaching-learning processes. From this research scenario, the product resulted in the creation of a collaborative learning environment among the presentials tutors of the course, using the electronic tool Padlet.
publishDate 2021
dc.date.none.fl_str_mv 2021-02-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/12858
10.33448/rsd-v10i2.12858
url https://rsdjournal.org/index.php/rsd/article/view/12858
identifier_str_mv 10.33448/rsd-v10i2.12858
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/12858/11627
dc.rights.driver.fl_str_mv Copyright (c) 2021 Aline Fernanda Soeiro; Andréa Forgiarini Cecchin; Vanessa dos Santos Nogueira
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Aline Fernanda Soeiro; Andréa Forgiarini Cecchin; Vanessa dos Santos Nogueira
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 2; e58110212858
Research, Society and Development; Vol. 10 Núm. 2; e58110212858
Research, Society and Development; v. 10 n. 2; e58110212858
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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