Saberes docentes do tutor na modalidade de educação a distância (EaD): um caminho de valorização pelas políticas educacionais?

Abstract

This dissertation investigates how tutors’ teaching knowledge in Distance Education (DE) can be recognized and valued, considering the interactions between human and non-human actors within educational networks. The study adopts a sociotechnical approach, grounded in Latour (2000; 2001) and Feenberg (2019), in dialogue with Freire (1996) Belloni (2006). It analyzes the Virtual Learning Environment (VLE) as a sociotechnical network and a “black box,” involving technical, pedagogical, and political mediations. Methodologically, it is a systematic literature review with a qualitative and interpretative approach, adapted from the PRISMA Protocol (2020), combined with documentary analysis and supported by a sociotechnical reading, including data triangulation and the analysis of nine analytical scenes (metaphors). The study also highlights the use of Artificial Intelligence (AI) as a non-human actor providing technical support within the sociotechnical network. The analysis shows that, although tutors play a central pedagogical role by mobilizing essential knowledge, their work is marked by institutional invisibility. Recent legislative changes, such as Decree No. 12.456/2025 and MEC Ordinance No. 506/2025, restrict tutors’ responsibilities to the administrative field, formally shifting pedagogical mediation away from their role.