This study is based upon an inquiry concerned the lived formative experiences during
interactions in classes of a matter treating of the ‘education at the distance’ foundations. These lessons were achieved in a pilot specialization course for the formation of some tutors class in science education and mathematics. These matter and classes were developed by three teachers, among which I was included as an action-researcher, in four groups of graduate students that use to teach science
education and mathematics in basic education and in the pre-school education. This is a research of qualitative nature, in a narrative way, that aims to know and to make clear the usual knowledge named “knowings’ produced in the tutorial formation process in distance in order to give reference to the pedagogical construction of different practices differentiated in a teaching education process. The mobilization of
these ‘knowings’ aimed in the construction of such practices came to light through
diaries, memorials and other reaction papers written by the student-teachers, as well
as the researcher personal notes captured ‘in the field’ during two lesson cycles of five days, in turns in the morning and afternoon. The collected data were analysed upon emergent criteria created to define the focused ideas and themes which are
expressed in terms of 'change', 'tutorial autonomy', 'evaluation', 'affectivity' and
'prejudices', as much in function of the consideration of importance that the subjects
give to the ‘at the distance’ Education different questions, considering their relevance
in the educational context at present. The analysis of these data reveals that from
the reflection on simulated practices, in the absence of real situations confrontation,
there could come authentic problems of learning and formation processes developed at distance. These problems can mobilize the production of ‘knowings’ related to ‘at distance proper procedures’ to the formative proposal of relevant practices brought up to date and innovate ‘at distance Education’ ways of teaching. Such usual
knowledge is concerned to the understanding of this educative modality on the basis of an emergent paradigm. In this direction, the preconceptions and prejudices in relation to ‘At Distance Education’ can be surpassed in function of the guarantee of the development of other and new formative possibilities, through this real modality, that imply theoretical, methodological and epistemological conceptions differentiated
in formation terms and in evaluation and tutorial action.
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