O tutor em EAD: um metaponto de vista
Ano de defesa: | 2012 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Nove de Julho
|
Programa de Pós-Graduação: |
Programa de P??s-Gradua????o em Educa????o
|
Departamento: |
Educa????o
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://bibliotecatede.uninove.br/tede/handle/tede/499 |
Resumo: | The issues of the knowing subject gains ground in discussions that guide the processes of teaching and learning over time. Thus, Distance Learning (DL) requires strategies and reflection upon the dimensions that the subject covers for the flexibility of the process. It has as objects the tutor DL. The image of the tutor as an active and creative actor in the interrelations with one another and himself is inserted to the necessity of perception of the complexity of the thought and the changes concerning Education, not disjunct of the functions he carries out as character and subject. It aims the subject-tutor search for comprehension intending to overcome the dichotomized and reductant view that hampers the perception of an integrating character that mobilizes the knowledge. It presents a brief reflection upon Distance Learning, the use of Communication and Information Technologies, the systemic relation that includes them and the tutor-being in this general and specific context. To such purpose, it underlies the Theory of Complexity, by Edgar Morin, based on the notion of the subject and on the hologramatic, recursive and dialogic operator. It was decided to use the qualitative approach with field and bibliographic research to deal with the objects. The chosen method was the non-directed interviews experienced through the guiding question What is to be a DL tutor?" with the use of Skype and an MP3 player as technological resources. The decision was to choose tutors linked to Universidade Aberta do Brasil and Funda????o Centro de Ci??ncias e Educa????o Superior ?? Dist??ncia do Estado do Rio de Janeiro (CECIERJ) courses. The analyses of the interviews present that the tutor is concerned with the functions he puts into practice as a mediator agent and believes that the distance learning, although marked by the harshness and discipline of the educational system, enables a greater proximity to the student and the built knowledge. The results show that the interviewed ones enjoy this kind of teaching and feel as mediators of the teaching/learning process, believe that the DL makes the changes between the pairs possible and feel as if they are still in professional formation. It was concluded that giving the tutors the opportunity to speak was important to understand their tasks and the explicitness of their expectations in the educational field, of their feelings concerning this and the particular mode in which they built each relation, recursively, in and outside themselves. |
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Dias, Elaine Teresinha Dal MasCPF:00000000000http://lattes.cnpq.br/8845723150146930Limena, Margarida Cavalcantihttp://lattes.cnpq.br/4475046511109830Almeida, Cleide Rita Silv??rio deCPF:00000000000http://lattes.cnpq.br/8590883289472447Lorieri, Marcos AntonioCPF:00000000000http://lattes.cnpq.br/2474684049522416CPF:57143323004http://lattes.cnpq.br/1152126101554750Almeida, Nadia Josiane Rockenback de2015-04-08T14:36:47Z2013-06-152012-11-21ALMEIDA, Nadia Josiane Rockenback de. O tutor em EAD: um metaponto de vista. 2012. 153 f. Disserta????o (Mestrado em Educa????o) - Universidade Nove de Julho, S??o Paulo, 2012.http://bibliotecatede.uninove.br/tede/handle/tede/499The issues of the knowing subject gains ground in discussions that guide the processes of teaching and learning over time. Thus, Distance Learning (DL) requires strategies and reflection upon the dimensions that the subject covers for the flexibility of the process. It has as objects the tutor DL. The image of the tutor as an active and creative actor in the interrelations with one another and himself is inserted to the necessity of perception of the complexity of the thought and the changes concerning Education, not disjunct of the functions he carries out as character and subject. It aims the subject-tutor search for comprehension intending to overcome the dichotomized and reductant view that hampers the perception of an integrating character that mobilizes the knowledge. It presents a brief reflection upon Distance Learning, the use of Communication and Information Technologies, the systemic relation that includes them and the tutor-being in this general and specific context. To such purpose, it underlies the Theory of Complexity, by Edgar Morin, based on the notion of the subject and on the hologramatic, recursive and dialogic operator. It was decided to use the qualitative approach with field and bibliographic research to deal with the objects. The chosen method was the non-directed interviews experienced through the guiding question What is to be a DL tutor?" with the use of Skype and an MP3 player as technological resources. The decision was to choose tutors linked to Universidade Aberta do Brasil and Funda????o Centro de Ci??ncias e Educa????o Superior ?? Dist??ncia do Estado do Rio de Janeiro (CECIERJ) courses. The analyses of the interviews present that the tutor is concerned with the functions he puts into practice as a mediator agent and believes that the distance learning, although marked by the harshness and discipline of the educational system, enables a greater proximity to the student and the built knowledge. The results show that the interviewed ones enjoy this kind of teaching and feel as mediators of the teaching/learning process, believe that the DL makes the changes between the pairs possible and feel as if they are still in professional formation. It was concluded that giving the tutors the opportunity to speak was important to understand their tasks and the explicitness of their expectations in the educational field, of their feelings concerning this and the particular mode in which they built each relation, recursively, in and outside themselves.As quest??es do sujeito ganham espa??o nas discuss??es que norteiam os processos de ensino e de aprendizagem ao longo do tempo. Por conseguinte, a Educa????o a Dist??ncia (EAD) exige reflex??o das dimens??es que o sujeito abrange e estrat??gias para a flexibiliza????o do processo. Tem como objeto o tutor em EAD. ?? necessidade de percep????o da complexidade do pensamento, e das mudan??as em rela????o ?? Educa????o, insere-se a figura do tutor como ator ativo e criativo nas inter-rela????es com o outro e consigo mesmo, n??o disjunto das fun????es que exerce como indiv??duo e sujeito. Objetiva a busca pela compreens??o desse sujeito-tutor com vistas a superar a vis??o dicotomizada e redutora que dificulta a percep????o de um car??ter integrador que mobilize o conhecimento. Apresenta uma breve reflex??o sobre a Educa????o a Dist??ncia, a utiliza????o das Tecnologias de Comunica????o e Informa????o, a rela????o sist??mica que as envolve e, o ser-tutor, nesse contexto geral e espec??fico. Para tanto, fundamenta-se na Teoria da Complexidade, de Edgar Morin, com base na no????o de sujeito e nos operadores hologram??tico, recursivo e dial??gico. Optou-se pela abordagem qualitativa, com pesquisa bibliogr??fica e de campo, para tratar os objetos. O m??todo escolhido foi a entrevista n??o-dirigida oportunizada pela quest??o norteadora O que ?? ser tutor em EAD? , com a utiliza????o do Skype e do MP3 player, como recursos tecnol??gicos. Optou-se por escolher tutores vinculados a Universidade Aberta do Brasil e tutores dos cursos da Funda????o Centro de Ci??ncias e Educa????o Superior a Dist??ncia do Estado do Rio de Janeiro (CECIERJ). As an??lises das entrevistas mostraram que o tutor preocupa-se com as fun????es que exerce como agente mediador e acredita que o ensino a dist??ncia, embora marcado pela rigidez e disciplina do sistema educacional, possibilita maior aproxima????o com o aluno e com o conhecimento constru??do. Resulta que os entrevistados alegam gostar da modalidade em quest??o, sentem-se como mediadores do processo ensino/aprendizagem, acreditam que a EAD possibilita mais efetivamente a troca entre os pares e percebem-se como agentes ainda em forma????o profissional. Concluiu-se que dar voz aos tutores favoreceu para o entendimento das atribui????es do tutor e a explicita????o das suas expectativas no ??mbito educacional, dos seus sentimentos recorrentes a isso e da maneira peculiar com que constroem cada rela????o, recursivamente, dentro e fora de si.Made available in DSpace on 2015-04-08T14:36:47Z (GMT). No. of bitstreams: 1 B_Nadia Josiane Rockenback de Almeida.pdf: 1548074 bytes, checksum: 660bf82e6a4994a267415fce55391569 (MD5) Previous issue date: 2012-11-21application/pdfporUniversidade Nove de JulhoPrograma de P??s-Gradua????o em Educa????oUninoveBREduca????oComplexidadeEduca????o a Dist??nciaTutorComplexityDistance LearningTutorCIENCIAS HUMANAS::EDUCACAOO tutor em EAD: um metaponto de vistainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALB_Nadia Josiane Rockenback de Almeida.pdfapplication/pdf1548074http://localhost:8080/tede/bitstream/tede/499/1/B_Nadia+Josiane+Rockenback+de+Almeida.pdf660bf82e6a4994a267415fce55391569MD51tede/4992015-08-25 10:43:49.179oai:localhost:tede/499Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2015-08-25T13:43:49Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
O tutor em EAD: um metaponto de vista |
title |
O tutor em EAD: um metaponto de vista |
spellingShingle |
O tutor em EAD: um metaponto de vista Almeida, Nadia Josiane Rockenback de Complexidade Educa????o a Dist??ncia Tutor Complexity Distance Learning Tutor CIENCIAS HUMANAS::EDUCACAO |
title_short |
O tutor em EAD: um metaponto de vista |
title_full |
O tutor em EAD: um metaponto de vista |
title_fullStr |
O tutor em EAD: um metaponto de vista |
title_full_unstemmed |
O tutor em EAD: um metaponto de vista |
title_sort |
O tutor em EAD: um metaponto de vista |
author |
Almeida, Nadia Josiane Rockenback de |
author_facet |
Almeida, Nadia Josiane Rockenback de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Dias, Elaine Teresinha Dal Mas |
dc.contributor.advisor1ID.fl_str_mv |
CPF:00000000000 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8845723150146930 |
dc.contributor.referee1.fl_str_mv |
Limena, Margarida Cavalcanti |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4475046511109830 |
dc.contributor.referee2.fl_str_mv |
Almeida, Cleide Rita Silv??rio de |
dc.contributor.referee2ID.fl_str_mv |
CPF:00000000000 |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8590883289472447 |
dc.contributor.referee3.fl_str_mv |
Lorieri, Marcos Antonio |
dc.contributor.referee3ID.fl_str_mv |
CPF:00000000000 |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/2474684049522416 |
dc.contributor.authorID.fl_str_mv |
CPF:57143323004 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1152126101554750 |
dc.contributor.author.fl_str_mv |
Almeida, Nadia Josiane Rockenback de |
contributor_str_mv |
Dias, Elaine Teresinha Dal Mas Limena, Margarida Cavalcanti Almeida, Cleide Rita Silv??rio de Lorieri, Marcos Antonio |
dc.subject.por.fl_str_mv |
Complexidade Educa????o a Dist??ncia Tutor |
topic |
Complexidade Educa????o a Dist??ncia Tutor Complexity Distance Learning Tutor CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Complexity Distance Learning Tutor |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The issues of the knowing subject gains ground in discussions that guide the processes of teaching and learning over time. Thus, Distance Learning (DL) requires strategies and reflection upon the dimensions that the subject covers for the flexibility of the process. It has as objects the tutor DL. The image of the tutor as an active and creative actor in the interrelations with one another and himself is inserted to the necessity of perception of the complexity of the thought and the changes concerning Education, not disjunct of the functions he carries out as character and subject. It aims the subject-tutor search for comprehension intending to overcome the dichotomized and reductant view that hampers the perception of an integrating character that mobilizes the knowledge. It presents a brief reflection upon Distance Learning, the use of Communication and Information Technologies, the systemic relation that includes them and the tutor-being in this general and specific context. To such purpose, it underlies the Theory of Complexity, by Edgar Morin, based on the notion of the subject and on the hologramatic, recursive and dialogic operator. It was decided to use the qualitative approach with field and bibliographic research to deal with the objects. The chosen method was the non-directed interviews experienced through the guiding question What is to be a DL tutor?" with the use of Skype and an MP3 player as technological resources. The decision was to choose tutors linked to Universidade Aberta do Brasil and Funda????o Centro de Ci??ncias e Educa????o Superior ?? Dist??ncia do Estado do Rio de Janeiro (CECIERJ) courses. The analyses of the interviews present that the tutor is concerned with the functions he puts into practice as a mediator agent and believes that the distance learning, although marked by the harshness and discipline of the educational system, enables a greater proximity to the student and the built knowledge. The results show that the interviewed ones enjoy this kind of teaching and feel as mediators of the teaching/learning process, believe that the DL makes the changes between the pairs possible and feel as if they are still in professional formation. It was concluded that giving the tutors the opportunity to speak was important to understand their tasks and the explicitness of their expectations in the educational field, of their feelings concerning this and the particular mode in which they built each relation, recursively, in and outside themselves. |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-11-21 |
dc.date.available.fl_str_mv |
2013-06-15 |
dc.date.accessioned.fl_str_mv |
2015-04-08T14:36:47Z |
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info:eu-repo/semantics/publishedVersion |
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format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ALMEIDA, Nadia Josiane Rockenback de. O tutor em EAD: um metaponto de vista. 2012. 153 f. Disserta????o (Mestrado em Educa????o) - Universidade Nove de Julho, S??o Paulo, 2012. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/tede/handle/tede/499 |
identifier_str_mv |
ALMEIDA, Nadia Josiane Rockenback de. O tutor em EAD: um metaponto de vista. 2012. 153 f. Disserta????o (Mestrado em Educa????o) - Universidade Nove de Julho, S??o Paulo, 2012. |
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http://bibliotecatede.uninove.br/tede/handle/tede/499 |
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por |
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