Plano de tutoria no processo de ensino aprendizagem no contexto da educação a distância da Universidade Aberta do Brasil

Abstract

This study investigates the teaching practice of online tutor from the use of mentoring plans in the context of the Open University of Brazil (UAB), in education mode Distance (Ead) of an undergraduate course offered by the Federal University of Alagoas (Ufal) . Its general objective to analyze the effectiveness of mentoring plans in teacher tutor action and are support tools that assist in the teaching-learning process. Specific objectives, analyze the structure of the mentoring plans and these include the elements, procedures and the use of tools of explicit and formalized manner. Also investigates with tutors as the use of mentoring plans can increase the quality of interactions that contribute to the improvement of the teaching-learning process. Identify the difficulties encountered by tutors in interpreting the information contained in the mentoring plan and are accompanied by teachers. Noting finally, differences in work of tutors who use the tutoring plan and to what extent they affect the quality of work. This is a qualitative case study in order to understand the teaching of the practice tutor from the use of mentoring plans that assist in teaching and student learning process. For data collection was carried out a literature search based on Tutor's Guide Coordination Institutional Distance Education (Cied) UFAL, as well as the analysis of mentoring plans drawn up in the years 2012 and 2013 and the questionnaire intended for online tutors. The data were analyzed and interpreted considering the research objectives and the central issue at hand: the mentoring plan helps the pedagogical tutor practice in the teaching-learning process in the virtual classroom? The results indicate that the tutorship plans are effective in teaching tutor and action are support tools that contribute to the teaching-learning process while respecting the minimum elements considered essential for cied and are described in a clear and objective manner, and be socialized among tutors, with a view to improving their teaching activities, as they provide greater credibility to the work of the tutor, the continuing process of pedagogical mediation he performed.