O tutor no curso de licenciatura em educação do campo UAB/UFPel.

Abstract

This study aimed to understand who is the tutor in distance education as well, discuss the mediation process initiated by them in the Bachelor of Rural Education UAB / UFPEL. The methodological process was inspired by a case study with a qualitative approach, relying mainly on Andrew's studies (1995), Minayo (1994) and Moraes (2003). Were used as instruments for data collection documentary sources (Pedagogical Project of the Course), questionnaires and interviews. The main theoretical contributions of the study were: Belloni (2001), Vygotsky (2001), Tardif (2002) and Thiesen (2010). We highlight from the study, distance education is a form of education that reaches where classroom learning is often not feasible and effective implementation of possibilities, thus providing opportunities to a significant group of subjects a chance of continued education. What we propose here in this work is to think of mentoring as indeed a teaching profession and a concerned teacher and committed to the mediation process in learning, in order to increasingly value these professionals. In analyzing the data the main issue and that guided the definition of the categories is the issue of devaluation of the mentoring work. This became clear in the speech of tutors heard by the study, especially with regard to remuneration and excessive responsibilities, this situation generates dissatisfaction, they miss a larger professional recognition, still complain of receiving the bags uncertainty and differentiation of salaries received by faculty researchers and tutors.