Prática Pedagógica do Tutor-professor a Distância na EaD: um estudo no contexto da Licenciatura em Educação do Campo.

Abstract

The present dissertation aimed to understand the pedagogical practice of the tutorteacher in the CLEC/UFPel/UaB course, that is, their developed actions along the second semester of 2015. Netnography was the methodology chosen for this study because it is an online research resource used for investigation in virtual environment. The theoretic referential is based on researchers of the field of Distance Education, such as Mill (2012), Mattar (2012), Belloni (2009) among other, and on researchers of pedagogical practices, such as Franco (2012a, 2012b) and Sacristán (1995). The study revealed important categories for the understanding of the pedagogical-didactic practices, evincing that such practices are developed in cycles of collective and individual actions, mingling with the development of pedagogical work. Collective Actions represent those in which the tutor-professor interacts with other members of the poly-teaching team, without direct interaction with students. There is, in this category, the subdivision in Relational and Informative Actions and Deliberative Actions. The category of Individual Actions represents the management of teaching of the CLEC’s tutor-teacher. In this one, there is the practical exercise of pedagogical-didactic practices developed by tutors along their tutoring work. This category is subdivided into Time management, Teaching and learning management and Tutor-teaching bureaucratic management. These actions are interrelated, influence and suffer mutual influences, being organizational, intentional and routine actions, not only prescriptive, and involve a know-how that is developed in parallel with the action of being tutor, taking into account historical, social and cultural elements and nestling to other practices contexts.