Virtual guidance: social and technological reflections in distance education contexts

Abstract

This communication presents the experience of virtual teaching practice in a context of digital education through information and communication technologies (ICTs), with the aim of discussing theoretical and methodological, epistemological and political issues, in an expanded way in relation to Distance Education in Contemporary Brazil. We start from the report on the guidelines for Course Completion Papers (TCCs) written and defended to obtain the lato sensu specialization certificate in “Production and management of digital and educational media” offered by the State University of Amazonas, through the University Program Brazilian Open (UAB) between 2021 and 2022. The communication also includes analyzes of specific notices from different universities in partnership with the UAB system. In this sense, the work identifies how the different role assignments (training teacher, content teacher, TCC guiding teacher, course coordinator, face-to-face tutor and distance tutor) have been shaping distance learning in Brazilian higher education. It is possible to observe the hypothesis that there are significant changes in the notices established by the legislation in force a few years ago, which have a direct impact on the way EaD has worked, establishing political and epistemological parameters for the modality in Brazil today.