Profissionalização do tutor na educação a distância

• Ano de defesa: 2013
• Autor(a) principal: Silva, Fernanda Casqueiro Souza da
• Orientador(a): Gilberto , Irene Jeanete Lemos
• Banca de defesa: Gilberto , Irene Jeanete Lemos, Cunha , Ícaro Aronovich da, Bahia, Norinês Panicacci
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Santos
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Centro de Ciências da Educação e Comunicação
• País: Brasil
• Palavras-chave em Português: educação a distância; práticas de tutoria; trabalho docente; profissionalização do tutor
• Palavras-chave em Inglês: distance education; tutoring practices; teaching work; tutor professionalization
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede.unisantos.br/handle/tede/1182

This study is the result of the investigation carried out during my Master's course in Education at Universidade Católica de Santos ¿ UNISANTOS, on Teacher Training and Professionalization line of research. The research aimed to investigate the professionalization of tutors on Distance Learning courses (EaD), in order to have a glimpse of the perception this professional might have about his professionalization and understand, within the context in which these professionals are inserted, the difficulties they face when working as tutors on Undergraduate Distance Learning courses. The research adopted a qualitative approach, was conducted with tutors who work in undergraduate courses in a higher education institution in Santos/SP, and had as theoretical basis studies of Gonzalez (2005), Moraes (1997), Tardiff & Lessard (2011), Valente (2002), Belloni (2009), Santos (1991), Garcia (1999), among others, who dealt with issues concerning distance learning, teaching work and the latest educational paradigms. The empirical research used initially, as a methodological tool for data collection, 39 questionnaires, which were answered by tutors of undergraduate courses. On the second phase, a focus group was created, with participation of three tutors. The investigated issues were related to the area in which the tutors operate: continuing education, working conditions, relationship with peer teachers, mentoring experiences and difficulties found within this work environment. The data from this survey revealed conflicts regarding tutor role and his identity, as well as difficulties to understand what the mentoring job entails, and the lack of knowledge about cyber education settings, involving professionalism based on actions and changes, for which there are scarce opportunities for reflection. Results also pointed to controversies, among which, lack of structure for the mentoring work, including number of students per tutor and the small number of continuing education courses. Aspects on the devaluation of this professional suggest further investigation, once there is a remarkable growth on the field of distance learning, and teachers need to be prepared to perform their role as teacher trainers.