Formação e trabalho do professor-tutor no Teleduc: autonomia e/ou heteronomia

Detalhes bibliográficos
Autor(a) principal: Cavagnari , Daniel Weigert
Data de Publicação: 2010
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UTP
Texto Completo: http://tede.utp.br:8080/jspui/handle/tede/1403
Resumo: It is presented in this dissertation research about the formation and work of the teacher-tutor in virtual learning environment Teleduc. One has to analyze the formation and work of the teacher-tutor, understanding that we are faced with a private practice, autonomous or heteronomous professional practice by imposing restrictions and tools to guide practice. Discusses issues related to training of teacher-tutor, their autonomy and / or heteronomy before classes at a distance via the Internet and tools with pre-defined textual mediation. This work aims to contribute to studies on teaching and distance learning that expands public and private HEIs in Brazil, especially the past decade here. Resorted to interviews and questionnaires to collect data that enabled us to analyze the formation and work of the teacher-tutor and the case study for understanding the locus of research was sufficiently representative so we can make inferences. The text is organized into four chapters. The first chapter dealt with the historical conjuncture of the 1990s, when the context of productive restructuring and neoliberal adjustments to new information technologies make accent, once formal education and appears Teleduc. The second chapter describes the Teleduc. In the third chapter in the teacher-tutor AVA Teleduc and in the fourth chapter, training and work of the teacher-tutor for the unveiling of two problems that we place: the formation and work of the teacher-tutor is guided by autonomy? And, or, by heteronomy? The relevance of the study is by the need for understanding of teacher and tutor in virtual learning environments in distance education.
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spelling Pereira, Maria de Fátima RodriguesBrito , Glaucia da SilvaFranco , Adriana de Fátimahttp://lattes.cnpq.br/7731366629651224Cavagnari , Daniel Weigert2018-06-21T18:37:50Z2010-04-27Cavagnari , Daniel Weigert. Formação e trabalho do professor-tutor no Teleduc: autonomia e/ou heteronomia. 2010. 131 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2011.http://tede.utp.br:8080/jspui/handle/tede/1403It is presented in this dissertation research about the formation and work of the teacher-tutor in virtual learning environment Teleduc. One has to analyze the formation and work of the teacher-tutor, understanding that we are faced with a private practice, autonomous or heteronomous professional practice by imposing restrictions and tools to guide practice. Discusses issues related to training of teacher-tutor, their autonomy and / or heteronomy before classes at a distance via the Internet and tools with pre-defined textual mediation. This work aims to contribute to studies on teaching and distance learning that expands public and private HEIs in Brazil, especially the past decade here. Resorted to interviews and questionnaires to collect data that enabled us to analyze the formation and work of the teacher-tutor and the case study for understanding the locus of research was sufficiently representative so we can make inferences. The text is organized into four chapters. The first chapter dealt with the historical conjuncture of the 1990s, when the context of productive restructuring and neoliberal adjustments to new information technologies make accent, once formal education and appears Teleduc. The second chapter describes the Teleduc. In the third chapter in the teacher-tutor AVA Teleduc and in the fourth chapter, training and work of the teacher-tutor for the unveiling of two problems that we place: the formation and work of the teacher-tutor is guided by autonomy? And, or, by heteronomy? The relevance of the study is by the need for understanding of teacher and tutor in virtual learning environments in distance education.Apresenta-se nesta dissertação a pesquisa a respeito da formação e do trabalho do professor-tutor no ambiente virtual de aprendizagem Teleduc. Tem-se como objetivo analisar a formação e trabalho do professor-tutor, entendendo que estamos face a uma prática particular, autônoma pela prática profissional ou heterônoma pela imposição e limitação de ferramentas que orientam a prática. Discute questões relacionadas à formação do professor-tutor, sua autonomia e/ou heteronomia perante aulas a distância via internet e com ferramentas pré-definidas para mediação textual. Esse trabalho visa contribuir com os estudos sobre ensino-aprendizagem a distância que se expande nas IES públicas e privadas brasileiras, sobretudo, da última década para cá. Recorreu-se a entrevistas e questionários para a coleta de dados que nos possibilitaram analisar a formação e trabalho do professor-tutor e ao estudo de caso por se compreender que o lócus de pesquisa era suficientemente representativo para que possamos fazer inferências. O texto encontra-se organizado em quatro capítulos. No primeiro capítulo tratamos da conjuntura histórica da década de 1990, quando no contexto da reestruturação produtiva e dos ajustes neoliberais as novas tecnologias de informação tomam acento, de vez, na educação formal e nos aparece o Teleduc. No segundo capítulo descrevemos o Teleduc. No terceiro capítulo o professor-tutor no AVA Teleduc e, no quarto capítulo, a formação e o trabalho do professor-tutor para o desvelamento das duas problemáticas que nos colocamos: a formação e o trabalho do professor-tutor pauta-se pela autonomia? E, ou, pela heteronomia? A relevância do estudo se dá pela necessidade de compreensão da formação do professor e tutor em ambientes virtuais de aprendizagem na educação a distância.Submitted by maria oliveira (maria.oliveira@utp.br) on 2018-06-21T18:37:50Z No. of bitstreams: 1 FORMAÇÃO E TRABALHO DO PROFESSOR.pdf: 1876658 bytes, checksum: 5a2f8fb12176df3fa1c5e0c840700bc7 (MD5)Made available in DSpace on 2018-06-21T18:37:50Z (GMT). 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dc.title.por.fl_str_mv Formação e trabalho do professor-tutor no Teleduc: autonomia e/ou heteronomia
title Formação e trabalho do professor-tutor no Teleduc: autonomia e/ou heteronomia
spellingShingle Formação e trabalho do professor-tutor no Teleduc: autonomia e/ou heteronomia
Cavagnari , Daniel Weigert
Educação a distância
Professor-tutor
Teleduc
Autonomia
Heteronomia
Distance education
Teacher-tutor
Teleduc
Autonomy and heteronomy
CIENCIAS HUMANAS::EDUCACAO
title_short Formação e trabalho do professor-tutor no Teleduc: autonomia e/ou heteronomia
title_full Formação e trabalho do professor-tutor no Teleduc: autonomia e/ou heteronomia
title_fullStr Formação e trabalho do professor-tutor no Teleduc: autonomia e/ou heteronomia
title_full_unstemmed Formação e trabalho do professor-tutor no Teleduc: autonomia e/ou heteronomia
title_sort Formação e trabalho do professor-tutor no Teleduc: autonomia e/ou heteronomia
author Cavagnari , Daniel Weigert
author_facet Cavagnari , Daniel Weigert
author_role author
dc.contributor.advisor1.fl_str_mv Pereira, Maria de Fátima Rodrigues
dc.contributor.referee1.fl_str_mv Brito , Glaucia da Silva
dc.contributor.referee2.fl_str_mv Franco , Adriana de Fátima
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/7731366629651224
dc.contributor.author.fl_str_mv Cavagnari , Daniel Weigert
contributor_str_mv Pereira, Maria de Fátima Rodrigues
Brito , Glaucia da Silva
Franco , Adriana de Fátima
dc.subject.por.fl_str_mv Educação a distância
Professor-tutor
Teleduc
Autonomia
topic Educação a distância
Professor-tutor
Teleduc
Autonomia
Heteronomia
Distance education
Teacher-tutor
Teleduc
Autonomy and heteronomy
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Heteronomia
Distance education
Teacher-tutor
Teleduc
Autonomy and heteronomy
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
dc.description.abstract.eng.fl_txt_mv It is presented in this dissertation research about the formation and work of the teacher-tutor in virtual learning environment Teleduc. One has to analyze the formation and work of the teacher-tutor, understanding that we are faced with a private practice, autonomous or heteronomous professional practice by imposing restrictions and tools to guide practice. Discusses issues related to training of teacher-tutor, their autonomy and / or heteronomy before classes at a distance via the Internet and tools with pre-defined textual mediation. This work aims to contribute to studies on teaching and distance learning that expands public and private HEIs in Brazil, especially the past decade here. Resorted to interviews and questionnaires to collect data that enabled us to analyze the formation and work of the teacher-tutor and the case study for understanding the locus of research was sufficiently representative so we can make inferences. The text is organized into four chapters. The first chapter dealt with the historical conjuncture of the 1990s, when the context of productive restructuring and neoliberal adjustments to new information technologies make accent, once formal education and appears Teleduc. The second chapter describes the Teleduc. In the third chapter in the teacher-tutor AVA Teleduc and in the fourth chapter, training and work of the teacher-tutor for the unveiling of two problems that we place: the formation and work of the teacher-tutor is guided by autonomy? And, or, by heteronomy? The relevance of the study is by the need for understanding of teacher and tutor in virtual learning environments in distance education.
dc.description.abstract.por.fl_txt_mv Apresenta-se nesta dissertação a pesquisa a respeito da formação e do trabalho do professor-tutor no ambiente virtual de aprendizagem Teleduc. Tem-se como objetivo analisar a formação e trabalho do professor-tutor, entendendo que estamos face a uma prática particular, autônoma pela prática profissional ou heterônoma pela imposição e limitação de ferramentas que orientam a prática. Discute questões relacionadas à formação do professor-tutor, sua autonomia e/ou heteronomia perante aulas a distância via internet e com ferramentas pré-definidas para mediação textual. Esse trabalho visa contribuir com os estudos sobre ensino-aprendizagem a distância que se expande nas IES públicas e privadas brasileiras, sobretudo, da última década para cá. Recorreu-se a entrevistas e questionários para a coleta de dados que nos possibilitaram analisar a formação e trabalho do professor-tutor e ao estudo de caso por se compreender que o lócus de pesquisa era suficientemente representativo para que possamos fazer inferências. O texto encontra-se organizado em quatro capítulos. No primeiro capítulo tratamos da conjuntura histórica da década de 1990, quando no contexto da reestruturação produtiva e dos ajustes neoliberais as novas tecnologias de informação tomam acento, de vez, na educação formal e nos aparece o Teleduc. No segundo capítulo descrevemos o Teleduc. No terceiro capítulo o professor-tutor no AVA Teleduc e, no quarto capítulo, a formação e o trabalho do professor-tutor para o desvelamento das duas problemáticas que nos colocamos: a formação e o trabalho do professor-tutor pauta-se pela autonomia? E, ou, pela heteronomia? A relevância do estudo se dá pela necessidade de compreensão da formação do professor e tutor em ambientes virtuais de aprendizagem na educação a distância.
description It is presented in this dissertation research about the formation and work of the teacher-tutor in virtual learning environment Teleduc. One has to analyze the formation and work of the teacher-tutor, understanding that we are faced with a private practice, autonomous or heteronomous professional practice by imposing restrictions and tools to guide practice. Discusses issues related to training of teacher-tutor, their autonomy and / or heteronomy before classes at a distance via the Internet and tools with pre-defined textual mediation. This work aims to contribute to studies on teaching and distance learning that expands public and private HEIs in Brazil, especially the past decade here. Resorted to interviews and questionnaires to collect data that enabled us to analyze the formation and work of the teacher-tutor and the case study for understanding the locus of research was sufficiently representative so we can make inferences. The text is organized into four chapters. The first chapter dealt with the historical conjuncture of the 1990s, when the context of productive restructuring and neoliberal adjustments to new information technologies make accent, once formal education and appears Teleduc. The second chapter describes the Teleduc. In the third chapter in the teacher-tutor AVA Teleduc and in the fourth chapter, training and work of the teacher-tutor for the unveiling of two problems that we place: the formation and work of the teacher-tutor is guided by autonomy? And, or, by heteronomy? The relevance of the study is by the need for understanding of teacher and tutor in virtual learning environments in distance education.
publishDate 2010
dc.date.issued.fl_str_mv 2010-04-27
dc.date.accessioned.fl_str_mv 2018-06-21T18:37:50Z
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dc.identifier.citation.fl_str_mv Cavagnari , Daniel Weigert. Formação e trabalho do professor-tutor no Teleduc: autonomia e/ou heteronomia. 2010. 131 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2011.
dc.identifier.uri.fl_str_mv http://tede.utp.br:8080/jspui/handle/tede/1403
identifier_str_mv Cavagnari , Daniel Weigert. Formação e trabalho do professor-tutor no Teleduc: autonomia e/ou heteronomia. 2010. 131 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2011.
url http://tede.utp.br:8080/jspui/handle/tede/1403
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dc.publisher.department.fl_str_mv Educação
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