THE ACADEMIC TUTORING OFICIAL THE EDUCATIVE PROFESSIONAL MASTER'S PROGRAM: PUC-SP, DEVELOPMENT OFICIAL TRAINERS: a space for collaborative and reflective learning

This article intends to analyze the contributions of an academic tutoring oficial practice - developed in a educational professional master's program in Sao Paulo - to tutors and students who participated in this activity between 2013 to 2016. Focalizes the interactions between those involved and their effects on the learning worked methods in the postgraduate, especially for the students of the mentioned program. The information collected were produced from bibliographical research and the use of a questionnaire, containing open questions, to tutors and to students. The theoretical framework adopted was based on the socio-critical perspective of teacher training and socio-historical psychology. The results indicated that academic tutoring was a collaborative and reflective learning space for all the research participants and that the professional master's degree in education, by its characteristics, has contributed positively not only to the students, but also for tutors, mostly doctoral students of other postgraduate programs in education, from the same institution.