Interrelations and tensions in the constituition of tutoring in distance education courses : the case of the pedagogy course at CEAD/UFOP.

O objetivo deste artigo ? relatar a experi?ncia da configura??o da tutoria do curso de Pedagogia do CEAD/UFOP, contextualizado no Sistema Universidade Aberta do Brasil. As pol?ticas p?blicas que balizaram a implanta??o da EaD no CEAD/UFOP e a transi??o de um trabalho baseado em materiais impressos para outro que envolvia tecnologias fomentaram discuss?es sobre a organiza??o da tutoria, a precariza??o do trabalho do tutor e a necessidade de debates sobre a institucionaliza??o da profiss?o ?tutor?. Atentamos para o fato de que a possibilidade de organiza??o da tutoria est? relacionada ?s pol?ticas p?blicas e ao projeto pedag?gico do curso. Portanto, o trabalho colaborativo de professores e tutores agrega qualidade ao processo educativo.The goal of this paper is to report the experience with the development of a tutoring program for the undergraduate Pedagogy course at the Center for Distant Education (CEAD) of Federal University of Ouro Preto (UFOP), within the context of the Brazilian Open University (UAB). The public policies that founded the implementation of Distance Education at CEAD/UFOP and the transition from a paper based work to a technology based one motivated discussions about the organization of a tutoring program, the working conditions of tutors and the need for the institutionalization of the job ?tutor?. We focus on the fact that the organization of tutoring is intricate in these policies, as well as with the pedagogic project of the course. We conclude that collaboration between tutors and professors brings higher quality to the course