Resumo

ANDRE, Marli Eliza Dalmazo Afonso de; PEREIRA, Rodnei; PRINCEPE, Lisandra Marisa  e  ARANHA, Elvira Godinho. Academic tutorship in a profesional master course: shared learning. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2016, vol.25, n.47, pp.37-50. ISSN 0104-7043.  https://doi.org/10.2015/01047043v25n472016037.

This paper discusses the academic tutorship, which is part of the curriculum in the Master Professional Course for Teacher Educators in the Pontifical Catholic University of São Paulo. Tutors are doctoral students in education at the same university. For two semesters, supervised by the head of the course, the tutors guide the graduate students to develop their final work of Master. In order to analyze the meanings that students and tutors attach to academic tutorship, we adopted the methodology of Meaning Nuclei (AGUIAR; OZELLA, 2006, 2013). To collect data, we used a questionnaire with three open questions that was sent via Google Docs to 116 students and 13 tutors who were involved in the tutorship in the years 2013, 2014 and 2015. A total of 45 students and all tutors filled the instrument. The results showed that tutorship is a learning space that enabled professional development for both audiences. This activity has contributed positively to both the learning and training of new researchers, as well as of prospective higher education teachers and advisers.

Palavras-chave : Academic Culture; Academic Tutorship; Shared Learning; Meaning Nuclei.

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