Senses and meanings in the learning process in distance college education: the presential tutor’s performance
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
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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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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1797052671067160576 |