Narrativas de uma tutora : entendendo a construção do conhecimento prático-profissional do professor tutor

• Ano de defesa: 2016
• Autor(a) principal: Colmanetti, Debliane Pavini de Melo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Estudos Linguísticos; Linguística Letras e Artes; UFU
• Palavras-chave em Português: PROEJA; Curso a distância; Tutoria; Pesquisa narrativa; Conhecimento prático-profissional e prático-pessoal; Ensino virtual; Ensino a distância; Professores - Formação; Distance course; Tutoring; Narrative inquiry; Practical-personal and practical-professional knowledge; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/15493; http://doi.org/10.14393/ufu.di.2016.42

The main objective of this master‟s degree dissertation is to understand the development of practical-professional knowledge during my work as a tutor teacher. The specific objectives were: (a) narrate and problematize the experiences lived in my job as an on-line tutor in the PROEJA course and (b) discuss the development of my practical-professional knowledge during the work as an on-line tutor of PROEJA. The context of this research was a post-graduation course called Integrated Professional Education and Elementary Education for Young People and Adult Learners (PROEJA acronym in Portuguese), henceforth named PROEJA, focused on the education of teachers to be who would work in Young People and Adults Education (EJA acronym in Portuguese). I was a participant and a researcher in this research. I worked with the issue of practical-professional knowledge development and practical-personal, I approached the concepts of tutor and tutoring and some legal aspects of Distance Education (Ead acronym in Portuguese). I carried this research considering the narrative inquiry theory and methodology by Clandinin & Connelly (2000; 2011). I found support in the theory of Dewey (1938; 2011) which points at the experience as a theoretical way to do research, considering as principals the interaction and continuity. The analysis of the field texts was done through the perspective of making meaning, as approached by Ely; Vinz; Downing; Anzul (2001). After narrating living experiences as a teacher (tutor) and after making meaning of these experiences, I noticed that there is a need for thinking about the development of practical-professional knowledge of tutor teacher , the appreciation of this knowledge and the role that it has in the context of distance education.