Tutoria pedagógica em tempos de cultura digital: haverá espaço para a afetividade?

Abstact This article aims to present weightings related to the tutor’s performance in Distance Learning, amid the possibilities presented in teaching in the context of Digital Culture and the emerging needs of the use of affectivity in personal and digital relationships to students who fit this teaching modality. The design of this work is based on the maximization of Distance Education, through the affective work of the tutor who, through the technical attributes and intelligible to the sensitive, can contribute to the continuity of the student and, too, to the credibility and respect of society regarding Distance Education. This study is based on renowned authors in the field of distance education, affectivity and Digital Culture in teaching, such as Freire, Piaget, Wallon, Alves, Kensky, Fraga, among other experts and the current legislation linked to this discussion. This work found out that the role of the tutor in distance education in the context of Digital Culture is intrinsically related to pedagogical processes that aim at the humanistic ties with students, connecting feelings and virtual interaction simultaneously under different views to the teaching-learning process, triggering autonomy, desire, and motivation of the student’s continuity. This study becomes a tool for information consultation for the construction of curriculum syllabuses that spark skills related to affectivity in higher distance education and  that are in line with what the  Base Nacional Comum Curricular-BNCC (the Common Core National Curriculum) proposes for teacher training. Keywords: Tutor. BNCC. Affection.