IMPROVING TEACHING PRACTICE: ANALYSIS OF EXPERIENCES IN INTEGRATIVE PROJECTS AT UNIVESP

This paper explores the possibilities and limitations of facilitation in the Integrative Project course offered in the distance learning mode, with the aim of enhancing teaching practices. Descriptive bibliographic research was conducted, adopting a qualitative approach, and employing thematic analysis informed by four experience reports. This facilitated the development of a methodology to generate and analyze data based on the competencies framework for distance learning tutoring provided by the Brazilian Association of Distance Education (ABED). The application of this methodology enabled critical reflection on practical performance at the Virtual University of São Paulo (Univesp), leading to recommendations for self-improvement in teaching practices. The study concludes that examining practical experiences in online tutoring can not only improve distance education, but also help address gaps and challenges highlighted by emergency remote education during the Covid-19 pandemic.