<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982020000100222</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698217439</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[COMPETÊNCIAS E FUNÇÕES DOS TUTORES ONLINE EM EDUCAÇÃO A DISTÂNCIA]]></article-title>
<article-title xml:lang="en"><![CDATA[COMPETENCIES AND FUNCTIONS OF ONLINE TUTORS IN DISTANCE EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[HABILIDADES Y FUNCIONES DE TUTORES EN LÍNEA EN EDUCACIÓN A DISTANCIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MATTAR]]></surname>
<given-names><![CDATA[JOÃO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[LUCILENE MARQUES MARTINS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CZESZAK]]></surname>
<given-names><![CDATA[WANDERLUCY]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GRACIANI]]></surname>
<given-names><![CDATA[JULIANA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitário Internacional Uninter Faculdade FAEL ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Faculdade Finaci  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Faculdades Metropolitanas Unidas Centro Universitário FMU ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100222&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo estuda as competências e funções dos tutores online em educação a distância (EaD). Envolve uma revisão sistemática de literatura em língua portuguesa e a elaboração de um modelo teórico para orientar a formação de tutores. Os textos selecionados na revisão são analisados qualitativamente por um processo de codificação e categorização com o suporte do software MAXQDA. Códigos baseados na literatura são inicialmente propostos, mas outros são incluídos durante a análise. O modelo apresentado como resultado da pesquisa levou em consideração a frequência da ocorrência das categorias nos textos. Dentre as competências dos tutores online, destacam-se: gerenciais, saberes disciplinares, saberes pedagógicos, habilidade de comunicação, competências socioafetivas e habilidades tecnológicas. As funções básicas do tutor online em EaD, identificadas na pesquisa, são: gerenciais, pedagógicas e sociais. O modelo proposto procura relacionar as competências com essas funções. Deve servir, nesse sentido, para orientar a formação de tutores, contrapondo-se à tendência de precarização do trabalho docente online.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article explores the competences and functions of online tutors in distance education (DE). It involves a literature review and the elaboration of a theoretical model to guide the training of tutors. The texts selected in the review are analyzed qualitatively by a coding and categorization process supported by MAXQDA. Literature-based codes are initially proposed, but others are included during the analysis. The model presented considered the frequency of occurrence of categories in the texts. Among the competences of online tutors, the following stand out: managerial, disciplinary knowledge, pedagogical knowledge, communication skills, socio-affective skills and technological skills. The basic functions of the online tutor in DE, identified in the research, are: management, pedagogy and social. The proposed model seeks to relate these competencies to these functions. It should serve, in this sense, to guide the training of tutors, in opposition to the tendency of precariousness of online teaching work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: Este artículo estudia las habilidades y funciones de los tutores en línea en educación a distancia (ED). Implica una revisión sistemática de la literatura en portugués y el desarrollo de un modelo teórico para guiar la formación de tutores. Los textos seleccionados en la revisión se analizan cualitativamente mediante un proceso de codificación y categorización con el apoyo del software MAXQDA. Inicialmente se proponen códigos basados &#8203;&#8203;en literatura, pero se incluyen otros durante el análisis. El modelo presentado como resultado de la investigación tuvo en cuenta la frecuencia de aparición de las categorías en los textos. Entre las habilidades de los tutores en línea, se destacan las siguientes: gestión, conocimiento disciplinario, conocimiento pedagógico, habilidades de comunicación, habilidades socioafectivas y habilidades tecnológicas. Las funciones básicas del tutor en línea en ED, identificadas en la investigación, son: gestión, pedagógica y social. El modelo propuesto busca relacionar estas competencias con estas funciones. En este sentido, debería servir para guiar la formación de tutores, contrarrestando la tendencia de precariedad del trabajo de enseñanza en línea.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tutoria]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Competências]]></kwd>
<kwd lng="pt"><![CDATA[Revisão de Literatura]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="en"><![CDATA[Tutoring]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Competencies]]></kwd>
<kwd lng="en"><![CDATA[Literature review]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="es"><![CDATA[Tutoría]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[Habilidades]]></kwd>
<kwd lng="es"><![CDATA[Revisión de literatura]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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