Atividade de formação de tutores a distância: um estudo das regras e do letramento digital

• Ano de defesa: 2011
• Autor(a) principal: Corrêa, Ediléa Félix
• Orientador(a): Madureira, Sandra
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
• Departamento: Lingüística
• País: BR
• Palavras-chave em Português: Educação a distância; Formação de tutores; Aluno-tutor; Alfabetismo; Letramento
• Palavras-chave em Inglês: Distance education; Tutor s training; Literacy; Digital literacy
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/13495

This current research, settled in the scenery of education and technology focused in the actors´ training for distance education, with focus on the distance tutor s training activity in a capacity building course developed by the multidisciplinary team from the Education Distance Center at the Instituto Federal do Espírito Santo Ifes. The main objective of the study was to investigate the distance tutors, from the point of view of the rules and of the tasks proposal in the capacity building course, focusing on digital practices of reading and writing. For theory support, the study was based on the activity theory (ENGESTRÖM, 1987; 1999) order to identify and analyze the rules of the training. On the same direction, the study was also based on literacy concepts (BAYNHAM, 1995; SOARES, 1999, 2003, 2008; ROJO, 2009) and language (FAIRCLOUGH, 1990). The research guide questions were the following: 1) what rules is the tutor s training activity governed by? 2) what relations are there between institutional rules and the ones from the tutor s training activity? 3) what is the nature and goal of reading and writing practices presented in the tutor s training activity? I aimed to answer these questions from collected data in two subjects studied by students-tutors in the training activity. The methodological paradigm was the qualitative continuum based on interpretative (HALLOWAY, 1997) upon digital context (BRAGA, 2006), analyzing the tasks, discussion forum and messages performed by the participants in the virtual learning environment Moodle. The result analysis and discussion showed how the rules from the tutor s training activity impact the development of the course and how digital practices of reading and writing of the students-tutors tasks guided them more to a literacy perspective than a digital literacy one. The results suggest that this type of tutor s training provide essential and functional knowledge about the virtual environment but can hardly provide the development of digital literacy based on a critical reflection about the topics studied