The role of the teacher-tutor in distance education

Abstract

Distance Education (DE) in Brazil has expanded and, with it, the demand for consistent pedagogical mediation in virtual learning environments. This article discusses the role of the teacher-tutor in DE, focusing on responsibilities, contributions, and constraints that shape the teaching–learning process. The study adopts a bibliographic approach grounded in books and peer-reviewed articles retrieved from open-access databases and digital repositories, prioritizing research on tutoring, pedagogical mediation, and the organization of teaching work in DE. Evidence from the literature suggests that the teacher-tutor supports academic guidance, clarification of doubts, monitoring of learning activities, and the facilitation of meaningful interaction in the virtual environment—practices that tend to strengthen learner autonomy and persistence. At the same time, recurring challenges remain, particularly those related to institutional infrastructure, instructional planning, time management for tutors and students, and continuing professional development required for qualified tutoring. Overall, the review highlights that sustaining DE quality requires stronger institutional conditions and coordinated multidisciplinary teams, recognizing tutoring as a core pedagogical practice for effective learning processes.