Tutors' Activities in Distance Education: analyzing their educational roles

Tutors´ role in Distance Education is investigated by analyzing and identifying representations built on their work and expressed in their discourses in half-structured interviews (BULEA, 2010). The theoretical and methodological framework is based on Social-Discursive Interactionism (SDI) within its most didactic pathway (BRONCKART, 2003; 2005), Social Interactionism (SI) (BAKHTIN, 1993; 2003). Current paper comprises (a) a synthesis of theoretical and methodological guidelines on the theoretical framework of SDI and on the procedures of human action represented in texts for the construction of a broader perception on tutors´ educational work; (b) theoretical guidelines for a research interview to foreground the better use of such a tool; (c) tutors´ discourse. Data produced in a public university in the state of Paraná, Brazil, are given in the Methodology section. They comprise half-structured interviews with tutors of the Language & Literature Distance Education course. Results of tutors´ deposition evidence the relevance of the tutor in distance education modality in Brazil.  

Academic review: a study of textual production of new students in the distance education

This article focuses on the difficulties encountered in text production students of the first phase of an undergraduate distance learning course at the Federal University of Santa Catarina with regard to working with the gender discourse academic review. The research question that drives this study is: In terms of social experiences with written language system, which factors are inferreds in the analysis of problems of adaptation to the visualized gender in textual production reviews in the academic sphere in the course of Portuguese Language distance? The study developed is anchored in theories of literacy based on Street (1984; 2003; 2009), Hamilton (2000), Barton and Hamilton (2004), among other authors who discuss the new studies of literacy through ethnographic perspectives; as well as the theories of genres of Bakhtin and his Circle (2003 [1952/53]). The results show problems (not) appropriate to the genre, both in terms of compositional configuration as in relation to the thematic content and style and signal distinctions between school and family literacy practices and academic literacy practices, demanding methodological resignifications in addressing gender in the academic sphere. The study contributes to the Applied Linguistics area paying attention to the need to undertake a teaching preparation (Halte, 2008) that includes the experiences of students and their weaknesses, so as to focus on them.