A IDENTIDADE PROFISSIONAL DO TUTOR NA UNIVERSIDADE ABERTA DO BRASIL EM INSTITUIÇÕES DO ESTADO DO MARANHÃO: POSSIBILIDADES E PERSPECTIVAS

Abstract

The present research investigated the role of tutors in courses offered by the Open University of Brazil (UAB) through Distance Education (EAD). This research is guided by the central question: Is the Tutor in the UAB system considered an educator? The general objective is to investigate the function of tutors in three Higher Education Institutions, namely the Federal Institute of Maranhão (IFMA), State University of Maranhão (UEMA), and Federal University of Maranhão (UFMA), all participating in the Open University of Brazil System, located in the State of Maranhão. The conduct of this study is justified by the social relevance of distance education, which has the potential to drive knowledge development, allowing access to learning for individuals who, for various reasons, have been excluded from traditional educational processes. This study is characterized as exploratory, with a qualitative approach, using technical procedures based on literature and documentary research. Authors such as Antunes (2015, 2018, 2020), Belloni (2002, 2003), Dourado (2010, 2015), Libâneo (2003, 2016), Lima (2014), Marcuse (1979), Gatti (2013-2014), Moore and Kearsley (2007), Kenski (2008), Preti (1996, 2003, 2011), Silva (2012), Branco e Passos (2020), Valente (2019) were consulted to substantiate the presented ideas. The Content Analysis technique by Bardin (2011) was employed to analyze the data present in the selection notices for tutors from 2017 to 2023 of the selected institutions. The results indicate that, despite the lack of institutional recognition of the tutor's teaching activity, this professional is selected based on requirements that highlight the need for teaching knowledge and experience in the field. Furthermore, from the analyzed data, it was observed that this professional activity is precarious, as institutions have increased their requirements for performing this role over the years, and tutors end up taking on tasks that were previously performed by On-site Tutors or Distance Tutors, with no more distinction in the duties between these two categories. Finally, the study points to the need for regulation of professionals working in Distance Education.