As competências do professor da Educação à Distância

Abstract

This master´s dissertation is linked to the research line „Fundamentals and educational practices‟ of the Masters in Education at Federal University of Triângulo Mineiro (UFTM) and it examines the competences of the distance education professor, having as its research problem – What are the competences of the professor in the Distance Education modality? –, and as its general objective – To outline the competences of the professor in the Distance Education modality. As its methodological procedure, the bibliographic research was used. The research characterized the Distance Education modality in Brazil – by situating its context, highlighting its historicity, as well as the strengths and the challenges to be overcome; described what competences are and, lastly, identified the competences of the content-professor, specialist-professor, tutor-professor and general profile-professor, as described in CAPES´ papers in the decennial 2006-2016. Three hundred and twelve specific competences that constitute nine general competences of the long distance professor have been identified, namely: planning, empathic hosting, motivation, accompaniment, digital technology, mediation, teaching self-development, didactic route creation and didactic material production. When disclosing the unfolding of the distance education professor´s teaching competences, the research showed a development tendency of these teachers in order to provide education that takes into account learners´ singularities, effectively intervening in their development, by considering pupils´ biological, affective, social and intelectual dimensions to an autonomous learning.