A formação continuada dos tutores a distância nos cursos de graduação a distância da UFJF

Abstract

The present dissertation was developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The case studied will discuss the continued formation of the tutors from the distance courses of the UFJF advised by CEAD, and the role of the Tutoring Coordinator in this process. The objectives defined for this study were: firstly, to describe the pedagogical models of the distance education courses offered by UFJF and the role of the Tutoring Coordinator in relation to the training of tutors within each course; secondly, to get to know and to analyze the formative demands of the tutors of the distance courses of the UFJF, according to the different pedagogical models of the courses; and finally, to propose an Educational Action Plan (EAP) that was in accordance with these demands. We assume as a research hypothesis the existence of a gap in the training of distance tutors in the courses of the UFJF, which was ratified in the first chapter, through an initial survey conducted with the Course Coordinators and Tutoring Coordinators. The methodology used was the qualitative case study, in which we adopted the instruments of the semi-structured interview with the Course and Tutorial Coordinators and the questionnaire applied to the distance tutors in the courses. Thus, the second chapter analyzed the data obtained in field research based on the thematic axes of educator training and distance mentoring. We were able to observe in greater depth the weaknesses in the conduct of the courses from within, a lack of definition of who would be responsible for the ongoing training actions, as well as an involvement of the Course and Tutorial Coordinators more in the administrative and bureaucratic matters of the courses than Pedagogical issues related to the training of tutors. Considering the data found in the field research, we configured the third chapter of the dissertation composed by the EAP, in which we concatenate the specific training demands found in each course with the propositive actions in the creation of a Virtual Environment of Continuing Education, considering the profile of the tutors, the flexibility of time and space of the virtual environment, the locus of acting of the actors of the distance education and the potentiality of the Moodle Platform for the questions of formation and communication. Thus, the actions proposed in the third chapter intend to make possible the establishment of a policy of continuous training of the actors that make distance education in UFJF.