THE USE OF DIGITAL TECHNOLOGIES IN DISTANCE LEARNING TUTORING: CHALLENGES AND POSSIBILITIES AT THE OPEN UNIVERSITY OF BRAZIL (UAB)

Abstract

The use of digital technologies in tutoring in Distance Education (DE) has been consolidated as a fundamental practice for pedagogical mediation at the Open University of Brazil (UAB). This approach aims to overcome geographical barriers and promote interaction between tutors and students, providing a more accessible and inclusive education. The objective of this study is to analyze the challenges and possibilities of using digital technologies in distance learning tutoring at UAB, highlighting how these tools impact the teaching-learning process and communication between the subjects involved. The methodology adopted consists of a bibliographic review of articles, theses and institutional documents that address the theme, as well as reports of experiences of tutors working at UAB. The qualitative research sought to understand how digital technologies contribute to the construction of knowledge and what are the main obstacles faced by tutors. The results indicate that digital technologies, such as learning platforms, videoconferences, discussion forums and messaging applications, favor the interaction and pedagogical monitoring of students. However, they also reveal challenges related to the training of tutors, the precarious technological infrastructure in some regions, and the difficulty of engaging students in the virtual environment. The discussion highlights that, although digital technologies expand the possibilities of interaction and access to information, it is necessary to invest in the continuous training of tutors and the improvement of technological infrastructure. In addition, pedagogical strategies that encourage the active participation of students are fundamental for the effectiveness of tutoring in distance education. It is concluded that the use of digital technologies in distance learning tutoring at UAB presents both challenges and possibilities, and it is essential to have a pedagogical planning that considers the training of tutors, the available infrastructure and the promotion of interactive practices that strengthen the bond between tutor and student, contributing to a more effective and inclusive distance education.