Uma análise exploratória da jornada flexível de trabalho sob a perspectiva de tutores na educação a distância

Information Age has been providing accelerated development of technologies in teaching, which is making the increase in distance courses and flexibility in the tutors everyday work. In this context, it was aimed to study the influence of flexible work in the development of activities and personal life of the tutors in Distance Education at Universidade Federal do Rio Grande do Norte. More specifically, they have been sought to compare the types of flexibility detected, identifying the extent of the day's work in mentoring; investigating the relationship between flexible working time and productivity; evaluating the Quality of Working Life (QWL) and for Work and Family Relationship of the tutors. Thus, work is justified by the importance of academic and organizational achievement. To meet the goals, it was obtained a sample of 75 respondents (45.73% of the population). The data collection instrument was comprised of 48 variables mainly based by Walton (1975) and Paschoal, Tamayo and Barham (2002). The statistical techniques used were: analysis of frequency, ratio test, factor analysis and regression. The results collected have shown that the presence and distance tutors experience similar realities, but have different profiles; the day of their work is on average three hours daily; in view of the tutors, flexibility has a relation with the production, QWL work-family balance were evaluated in a satisfactory manner and the statistical techniques used have shown significant influence between the QWL and flexible working day. It is therefore concluded that flexibility at work can influence the development of activities and personal life of the tutors. Thus, the flexible working day may be used in a strategy way of routine in many organizations

Metrópole digital: o jovem aprendiz na educação tecnológica

This thesis was elaborated in the scenario of Digital Metropolis Institute (IMD) – a supplementary unit at the Federal University of Rio Grande do Norte in the training of personnel with technical and higher level courses whose technical level training is associated with a process of digital inclusion, with the purpose of attracting young people to this area, with emphasis on Software and Hardware Development. It aims to investigate the cognitive change of young apprentice on technological education and his/her entrance into the labor market, through the formation and the social inclusion proposed by the Instituto Metrópole Digital; understanding the juvenile subjectivity production through the Instituto Metrópole Digital’s education by performance in the labor market; recognizing the Brazilian professional qualification public policies for youth and identifying the role of Tutoring in the learning process during the course of formation of the young apprentice of the technological education proposed by the Instituto Metrópole Digital.The clipping of the object of investigation was the process of cognitive change and constitution of subjectivity of the young apprentice in information technology (IT) in the IMD. It was searched support in theory Freireana as proposal that problematizes the policies and the process of formation and professional qualification, in the perspective of a citizen and liberating consciousness. By qualitative and ethnographic nature, descriptive-explanatory, it counts with the participation of young people, high school students from public and private schools, aged between 15 and 18 years. There are strong aspects: a cognitive change on the young apprentice of technological education onto overdrive high school as the student of the Instituto Metrópole Digital; it happened the social integration for those who remain in the course, both in the neighborhood where they reside and at school where he attended high school, the young man is recognized and becomes reference to other young, favoring him a life projection which when the activities of mentoring is learning motivator, it exerts a positive influence to the young on the continuity of studies, it provides intellectual and institutional affiliation and continuity in the investments to the academic life for a better insertion in the labor market, which refers to the modification of the life project-invest in academic training, in exchange for a technical job in the labor market. There are weak aspects: the absence of professor in the course, in his most important role, which involves awareness of his/her condition in action, in explicit position that the professional practice constitutes as this constitution requires reciprocity of its students and the context in which it operates; fragile formation of mentoring, absence of dialogues in the classroom that favors the formation of subject learning, mainly in guiding action, mediator of the young; There is a lack of methodological proposal to develop real projects on the labor market with problem solving and collaborative learning. It considers that without converting information into knowledge cannot discern clearly enough that there is no direct causal relationship between Professional and technological Education and the level of employability of the young worker certificate. It suggests to the evasion: a greater knowledge of the reality of the student of the Institute Metropolis Digital; better knowledge of youth and their expectations of life project; the Tutoring will be Teacher-tutor; investing in employability conditions effective the young into the labor market.