Resumo

BROD, FERNANDO AUGUSTO TREPTOW  e  RODRIGUES, SHEYLA COSTA. THE CONVERSATION AS A STRATEGY FOR CONTINUED FORMATION IN THE TUTORSHIP OF PROFESSIONAL DISTANCE EDUCATION. Rev. Bras. Educ. [online]. 2016, vol.21, n.66, pp.631-652. ISSN 1809-449X.  https://doi.org/10.1590/S1413-24782016216633.

This study proposes to reflect about the conversations of professors/tutors of vocational distance education of Rede e-Tec Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense, campus Visconde da Graça (IFSul CAVG), considering the pedagogical mediation work performed by them in the tutoring. We brought the conversation's recursive topics to the study and analyzed it using the technique of the collective subject discourse of Lefèvre and Lefèvre. In our analysis, we use the theoretical background of the scholars Maturana, Lévy, Shulman and Tardif, through the following concepts: culture in conversation networks, collective intelligence, pedagogical knowledge content, and teacher training. The collective discourse indicates the consequences caused by the lack of interaction between professors/researchers and professors/tutors and its impact on the pedagogical mediation.

Palavras-chave : distance professional education; tutoring; pedagogical mediation.

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