THE TRANSFORMATION OF TUTORING IN HIGHER EDUCATION DISTANCE LEARNING: FROM INSTITUTIONAL SUPPORT TO PEDAGOGICAL MEDIATION

Abstract

This article aims to analyze how the recent normative reorganization of distance higher education in Brazil, with the differentiation between the roles of tutor and pedagogical mediator established by Decree No. 12,456/2025, transforms the foundations of pedagogical mediation and imposes new challenges on higher education institutions during the adaptation period. The research adopts a qualitative approach based on a bibliographic review and documentary analysis of legislation, quality frameworks, and empirical studies on tutoring and pedagogical mediation in distance higher education. The results demonstrate that tutoring has historically performed an essentially pedagogical function, although subject to normative and institutional limitations. The study found that the transformation promoted by the new regulatory framework does not represent a mere terminological change, but rather a structural reorganization characterized by the redistribution of pedagogical responsibilities, the elevation of mediation standards, and the formal recognition of qualified pedagogical presence as a quality requirement. The main institutional challenges identified include the financial, operational, and training impacts associated with adaptation to the new model, as well as the risks of fragmentation of pedagogical functions and bureaucratization of mediation practices. It is concluded that the effectiveness of the new model will depend on the capacity of institutions to transform regulatory requirements into pedagogical practices capable of integrating technological innovation, qualified mediation, and humanized learning.