A tutoria na Educação a Distância: olhares sobre o tutor presencial de um curso de Licenciatura em Letras – Espanhol a distância

Abstract

This study aims to investigate the knowledge and qualifications of present tutors, and their actions developed in a course of Letters - Spanish in distance in a Federal University located in Rio Grande do Sul. For this, were involved all members of the course, including coordinators, teachers researchers / trainers, distance tutors, present tutors, in addition to students. As for the methodological aspects, the research has a qualitative approach and is classified as a field of study and having as data collection instruments the questionnaire and the interview. Questionnaires were administered to all subjects and interview only for the present tutors. Data analysis was made from the Text Analysis Discourse (MORAES, 2003) and the leading scholars for the theoretical basis of the study were Belloni (2006), Mattar (2011), Mill (2014) and Tardif (2014). The results obtained that the present tutor needs knowledge like the technological, educational, pedagogical, personal, disciplinary and curricular. Furthermore, it is that we emphasize that the present tutor is considered a teacher, since it plays teaching activities, such as mediating two meetings. However, it also carries out some administrative activities, as the present tutor is the link between the student and the University. We identify the present tutor as essential for combating evasion in University in the distance, for his presence and activity aids in retention of students. Although this agent conduct continuing education, participating in the ratings, does not have the proper professional recognition because it is seen as a scholar, having no labor rights.