Tutoria no curso de pedagogia a distância: construção de sentidos e saberes sobre a ação pedagógica

Abstract

This research is the monograph of the Specialization Course in Educational Management, linked to the Post-Graduate Program in Public Policies and Educational Management of the Federal University of Santa Maria (UFSM), and its main theme is the role of tutors in pedagogical actions of the Pedagogy Course of the Open University of Brazil (UAB / UFSM). Considering the beaconing of public policies for this modality, the study analyzes if the work developed by tutors of the UAB / UFSM Pedagogy Course qualifies its pedagogical action and the production of new knowledge. In addition, it seeks to articulate the field of knowledge, the formative processes and the consolidation of the exercise of the tutoring through the listening of the subjects and the study of the current legislation. It covers distance tutors linked to the course in the year 2017 and has the following research questions: The work of the tutors of the UAB / UFSM Pedagogy Course, based on the beaconing of public policies for the distance modality, qualifies the pedagogical action and production of new knowledge? How do the public policies of Distance Education in the country regulate the performance of the tutor, within the UAB? In what way do the subjects involved evaluate limits and possibilities in their role as tutors of the UAB / UFSM Pedagogy Course? What propositions can be made, from this study, to qualify the pedagogical action of tutors from a distance? A qualitative study was chosen (MINAYO, 2004; REZENDE, 1994), based on bibliographical and documentary research. The data emerged from the reports presented by tutors in the UAB / UFSM Pedagogy Course in the first semester of 2017. To support the analysis of the data, we used the theoretical support of authors such as Veiga (2004), Santos (2017), Nogueira (2016), Petters (2004), Mill (2012) and Behar (2009), besides the educational legislation that deals with the theme. From the analysis and discussion of the data we can infer that the concept of teaching implies the knowledge and strategies of the distance modality in the educational system, so as to operate in the ordering of the training that crosses the subjects and have as effect such processes of subjectivation, based on a "way of being": the pedagogical action. From the analysis and discussion of the data, suggestions were presented that could qualify the pedagogical action of the distance tutors thus favoring the production of new senses and knowledge.