摘要：This paper shows the results of an investigation about the role and practice of tutoring teachers from different regions of Brazil that work with distance teachers training. A questionnaire was administered to 386 tutors to assess the different roles they play and the intensity with which they notice them as well as the functions developed by these subjects. The data were subjected to descriptive analysis and intersections. The results show that the tutor needs professional identity and, despite the variety of roles simultaneously played by tutors, the one they play more intensely is the motivating one. Their functions show transience from pedagogical practices concerning collaboration in the teaching and learning process and administrative practices of support.
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