Autonomia docente em educação a distância/ Luciane Scoto da Silva.

Abstract

This dissertation, included in a discussion about distance education in the undergraduate education, focuses the docent autonomy in distance education. The purpose of this work is to understand how the dominant model of work organization in distance education impacts teacher´s autonomy. It´s sustained in bibliographic research that dialogues whit classics and contemporaries authors. It´s discussed the proletarianization and precariousness of the teaching work, from the perspective of the theoretical discourse that involves the labor’s social division, the surplus value and the labor’s condition, and it´s associated to professional autonomy. It´s discussed the polydocence and the time and space´s configuration, distance education´s characteristics, and it´s related to pedagogic autonomy. It´s understood professional autonomy and pedagogic autonomy and its structuring aspects, as dependent. It´s treated qualitative and exploratory research conducted through questionnaires of semi-open questions. The subjects are the virtual tutors of public and private undergraduate institutes, which offers undergraduate distance education course. The tutors perform activities intrinsic to the role of teacher, therefore considered teachers. An analyses model was developed, which sustains the categories of analysis dialogue, structure and working conditions and their respective indicators. The categories of analyses were developed based on the study of elements that make up the concept of Transactional Distance and in the studies about proletarianization of teaching work. The analyses of conception indicator dialogue, structure and work conditions identified, generally, a compromises in the interactions between tutors and students, impediments to course flexibility and precarious working conditions, which results in restrictions on the teaching autonomy of tutors.