Tutoring in Distance Education: contexts of Performance in Public and Private Networks
This article aims to discuss the context of the tutors' performance in higher education courses in distance education (DE) since the implementation of the Law of Guidelines and Bases of National Education (LDBEN), which regulated DE in Brazilian scenario. This is a bibliographic research with d...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Recursos: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Trabalho & Educação (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufmg.br:article/25104 |
| Acesso em linha: | https://periodicos.ufmg.br/index.php/trabedu/article/view/25104 |
| Access Level: | acceso abierto |
| Palavra-chave: | Tuteur . Formation à Distance. Reseau Publique et Privé. Tutoria Educação a distância Profissionalização Tutoring Distance education Professionalization Tutor. Educación a Distancia. Instituciones pública y privada |
| Resumo: | This article aims to discuss the context of the tutors' performance in higher education courses in distance education (DE) since the implementation of the Law of Guidelines and Bases of National Education (LDBEN), which regulated DE in Brazilian scenario. This is a bibliographic research with documentary analysis, which shows considerations about tutoring in public and private institutions. The studies resulting from a literature review reveal that, although they address different contexts of practice, tutoring has been a way of precarious teaching work. It is possible to realize that the lack of legislation regulating the tutor's work as a teacher promotes the exploitation of these professionals who play a highly relevant role in distance education. |
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