Perceptions about educational tutoring in Brazil

Abstract

This article is part of a bibliographical research in which we investigate academic contributions and perceptions concerning the work of distance and face-to-face educational tutoring. Here we discuss, in addition to the nuances of the tutor's work and its implications, the didactic possibilities of connected education, digital technological innovations in favor of teaching and, as a counterpoint, the challenges posed to users of the tutoring system and digital accessibility issues by students and education professionals in tutoring studies. Among the findings, it is evident the relevance of the Law of Guidelines and Bases of National Education (LDB) and, later, of the Open University of Brazil (UAB), as two important reinforcements in the Brazilian educational framework. In addition, we discuss here the undeniable importance of the tutor in the humanization of educational processes, especially in the creation of an environment of empathy, encouraging interaction and motivation among the actors involved; in dealing with multimedia, the occurrences of digital information and communication technologies (TDIC), so indispensable to the work of tutoring. It also deals with the technical, administrative or didactic problem and assumes the need for equitable interventions for the perfect progress of activities remotely or in person. In this study, then, it is inevitable to bring to the discussion some issues of distance education (EAD), its learning environments (AVA) and, therefore, some of its consequences in the current Brazilian educational paradigm.