Estudo de caso da tutoria virtual da UAB - UFSCAR: análise do processo formativo e atuação

Abstract

Online education has opened a new way of organizing the processes of teaching and learning, from the division of teaching duties before accomplished by a single teacher. In Online education, the virtual tutor stands out in teaching process. Although considered central to the process of monitoring and evaluation of student performance, few studies have been dedicated to evaluating training proposals for this category. This paper describes and analyzes a proposed virtual tutor training at the Federal University of São Carlos - UFSCar, partner of the System Open University of Brazil (Universidade Aberta do Brasil UAB). The chosen institution is considered a national reference in the field of tutor training, having served as a model for other partner institutions from UAB. This is a case study from the theoretical framework of Behavior Analysis. The procedure adopted was to: a) record the history of the creation of the proposed formation of virtual tutors UAB-UFSCar, from semi-structured interviews with the team that conceived, b) describe the objectives and strategies of teaching and evaluation planned for one of the editions of the course offered at the institution, c) describe and analyze the performance of one the students of the training course on mentoring during the conduct of the course and his first performance after formed d) establish possible relations between the student performance observed during his first acting as a tutor in a course subject of UAB-UFSCar and the aspects present in the 14th edition of virtual tutoring. The main findings showed that training course in virtual tutoring of UFSCar presents the UAB-training strategies that aim to strengthen the knowledge of the "know about." There is a course unit designed to the practical exercise of the function of tutor, favoring the knowledge of the "know-how". The tutoring models offered by tutors trainers are an important part of the training process, as well as the first entry in the mentoring activity. The participant analyzed demonstrated above average performance during the training course, has made all activities toward the goals proposed by the course. However, when his first role as tutor, his performance did not match the expected, especially when compared to the initial training period. These results suggest that the induction period is crucial for tutors remains in training, being pointed to the importance of creating induction programs that helps the tutor virtual in his functions required in every discipline. The teaching staff, as well as the Supervisor of tutors, gives an important support for planning strategies of monitoring the beginner tutor. Indentify relevant aspects of the training offered through contingency analysis of teaching and learning, can directly assist in the improvement of formative processes of the UAB-UFSCar and indirectly to other institutions. It is suggested that the Behavior Analysis can contribute to the training of the tutor, in that it is concerned to create conditions suitable to teach him how to teach.