O tutor e a tutoria em educação a distância (EaD): o que nos dizem as dissertações e teses brasileiras em uma década (2005 a 2015) de produção acadêmica?
| Ano de defesa: | 2017 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de Minas Gerais
UFMG |
| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
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| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: | |
| Link de acesso: | http://hdl.handle.net/1843/BUOS-B4YKVF |
Resumo: | The field of education has been called to respond to the demands imposed by the transformations in all spheres of social life since the intensification of the use of Digital Technologies of Information and Communication (TDIC's). In this scenario, Distance Learning (EaD) and its protagonists in the teaching-learning process stand out, among which the tutor stands out. In this sense, the present research aimed to identify and examine the research perspectives, as well as the main theoretical and methodological fields present in Brazilian theses and dissertations from the period 2005 to 2015 that deal with tutoring in EaD. Considering the nature of the problem of this study, we opted for a bibliographical and documentary research, predominantly qualitative, but without contempt for quantitative methods. In documentary research, we have focused on what laws, decrees, and ordinances have pointed out as perspectives for EaD in Brazil. In the bibliographic research, in addition to the reading of authors who have excelled in studies on tutoring, teaching and distance education - Belloni, Mill, Tardif and Lessard, Brezezinski, Maggio, Bernal, Preti, Toschi, Lapa and Pretto, among others - we analyzed the theses and dissertations selected in the portals CAPES and BDTD/IBICT, considering the period 2005-2015. As an analysis procedure we opted for the adaptation of the Bardin Content Analysis technique (1977), based on the reading of the abstracts of the selected papers. Our results point out, besides the difficulties in working with theses and dissertation banks, how complex is the field of discussion about EAD tutoring, permeated by divergent positions and many contradictory aspects. The controversies that the term "tutor / mentoring" engender, especially when discussed in their relationship with teaching, became evident. In general, it is highlighted as a challenging perspective the resignification of teaching as collective work, in which the tutor appears as the most devalued. The research perspectives highlighted in the analyzed theses and dissertations also confirm the centrality of the role of the tutor in the teaching proposals in EaD, in which he is the main responsible for the process of pedagogical mediation, which should happen in an integrated and collaborative way in virtual environments of learning, permeated by the aid of technological tools and contributing to the formation of an autonomous, critical and reflective student. The training in the specificities of the EAD modality appears as essential and has occurred mostly inefficiently according to the works analyzed. We believe that few studies have demonstrated more detailed research perspectives, with a better theoretical and methodological framework. We found little exploration of some significant research perspectives for teaching distance education, such as the convergence of face-to-face and distance learning, adult education (andragogy) and the perspective of Special and Inclusive Education. We hope that from this study further investigations can be made, offering elements for the construction of new understandings and knowledge in the field of the Brazilian EaD. |