Experiências de tutoria em um curso a distância

• Ano de defesa: 2018
• Autor(a) principal: Silva, Lauro Luiz Pereira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Pesquisa narrativa; Experiência; Tutoria a distância; Mediação; Ensino e aprendizagem a distância; Experiência e linguística aplicada; Mediação pedagógica; Mediação tecnológica; Tutoria online; Professor-tutor; Formação de professores a distância; Educação a distância e ensino a distância; E-moderation e e-learning; Autoria docente; Avaliação no processo de ensino e aprendizagem a distância; Presença Social; Interação; Multimodalidades; Narrative inquiry; Experience; Distance learning; Mediation; Distance education and learning; Experience and applied linguistics; Pedagogical mediation; Technological mediation; Online tutoring; Teacher-tutor; Distance teacher training; Distance learning and distance learning; E-moderation and e-learning; Educational authoring; Evaluation in the distance teaching and learning process; Social presence; Interaction; Multimodalities; Linguística; Linguagem e línguas estudo e ensino; Ensino a distância ensino auxiliado por computador; Formação de professores; CNPQ::LINGUISTICA, LETRAS E ARTES; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/24916; http://dx.doi.org/10.14393/ufu.te.2019.606

In this dissertation, I aim at comprehending my own experience as a teacher-tutor in the distance-learning context, and considering the theoretical-methodological basis of the Narrative Inquiry (CLANDININ; CONNELLY, 2000, 2011, 2015). The research context was a partially on site bachelor’s degree in English language. The field texts have included: field notes, reports, and records of discussions in forums, Web conferences registers, and Skype interactions. The composition of sense was of a qualitative nature in accordance with Ely, Vinz, Downing e Anzul (1997, 2001). As a theoretical background, I based on the conceptions of teaching and learning in language teaching, Behaviorist (BLOOMFIELD, 1933; SKINNER, 1957), innatism (CHOMSKY, 1965, 1975, 1978, 1980, 1987), interactionism (VYGOSTKY, 1987) and connectivism (SIEMES, 2004), highlighting the role of the teacher on each one of them. In the mediation conceptions (VYGOSTKY, 1987, 1988; HASAN, 2001; LENOIR, 2009; STATHOPOULOU, 2015). I also approach the conceptions of assessment (LUCKESI, 2006; HAYDT, 1991; BLOOM, HASTINGS, MADAUS, 1983; HADJI, 2001; HOFFMANN, 1993, 1994; DEPRESBITERIS, 1998; LIBÂNEO, 2000; DUBOC, 2007; FIDALGO, 2012, 2015, ALVES E FELICE, 2012, FELICE, 2013), the conceptions of assessment in distance learning (BRASIL, 2005, 2007; FAGANELLO, 2016; CAMPOS, SANTORO, BORGES, SANTOS, 2003; AMARAL, ASSIS, BARROS, 2009; BEHAR, 2009) and acting possibilities of the teacher-tutor in a distance learning context (KEARSLY, 1998; MOORE, KEARSLEY, 2007; BERGE, 199; GONZALEZ, 2005; YI, 2012; BAWANE; SPECTOR, 2009; COLLINS, 2000; COLMANETTI, 2016). After narratively investigating the experienced and narrated stories, I retold them and assigned a theme into five questions: Me, teacher-tutor that only corrected...; The teacher-tutor that ‘visited’ the undergraduation program…; Only the written interaction counts! What about the multimodalities? Does the teacher-tutor need to be author, need to have and agency… and finally, what did I expect from the students…among the contributions for the Applied Linguistics area, I mainly consider the discussions about the distance teaching-learning process and the teacher-tutor education to act in distance leaning programs.