Resumo

BALBE, Marta Maria Gonçalves. The tutorage’s interlocutory dimension between distance education’s tutors and Tutees. Educ. Rev. [online]. 2003, n.21, pp.01-10. ISSN 0104-4060.

This article presents a case study of a tutorial experience on a Distance Education’s undergraduate course in the field of Pedagogy with major in fundamental education at the Federal University of Paraná. The tutor on a Distance Learning Process is responsible for keeping an active communication with her students. Therefore it’s necessary that the feedback offered by the tutor to the student be an on going process. On Distance Education, it is far more frustrating for the tutees not getting a response from their professors and tutors than it is for the students who go to presencial courses and therefore have the professor’s presence on a weekly basis. In order to garantee an stable communication with students, the tutor must keep a tutorage routine and an opening channel of communication. The tutor should be constantly alert to students’ needs, be it of either an intelectual or afective order.

Palavras-chave : Tutoring; Distance Education; Pedagogic Mediation; Tutorage Orientation.

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