Global Journal of Human Social Science, G: Linguistics and Education, Volume 25 Issue 3

classroom, in order to develop an educational practice for the cyberspace classroom (CARMO & FRANCO, 2019). This context shows that flexibility and accessibility are essential in distance learning courses and classes, and offer the possibility of posting content, carrying out group or individual work, assessments and feedback from students, sharing work and creating homework. The vast majority of virtual learning environments have platforms accessible on mobile or web , making teaching barrier-free in times of COVID-19. IV. T he C ompetencies of the L egal E ducation T utor with a V iew to C ooperative L earning in D istance L earning in T imes of C ovid- 19 To teach in distance learning, the experience of face-to-face teaching must be considered in the construction of knowledge for non-face-to-face teaching. In turn, the pedagogical use of digital information and communication technologies (DCT), developed in distance learning, can help in the more effective insertion of these resources in face-to-face teaching. Thus, face-to-face teaching and online teaching , in the distance modality, should not be seen as antagonistic, but as ways of teaching with their own characteristics and that, in their differences, can contribute to the improvement of each other (CARMO & FRANCO, 2019). Another relevant aspect to be considered refers to the guidance of Ordinance No. 2,117, of December 6, 2019, which establishes that the Course's Political Pedagogical Project must clearly present, in the curricular matrix, the percentage of distance learning workload and indicate the methodologies to be used, at the time of the protocol of requests for authorization, recognition and renewal of course recognition. In addition, the introduction of distance learning workload in face-to-face courses is subject to compliance with the National Curricular Guidelines for Higher Education Courses, defined by the National Education Council, when applicable (MEC, 2019). Campos et al (2007) emphasize that the teacher/tutor must develop skills such as the use of interaction tools, the availability of the Internet and a Learning Environment that can handle the proposed activities; have a critical and reflective sense about their performance, that is, make self-assessments and constantly update themselves; organization, not only to manage discussions and help in the construction of students' knowledge, but also to guide and make the activities viable. Online Tutoring: a) Didactic-pedagogical: Mastery of both the subject taught and the possibilities of how to teach it to adult students through the mobilization of content and teaching materials, in order to promote learning; b) Technological: Ability to apply new technologies in the development of educational practices for dialogue, interaction and collaboration between tutor and students. Knowledge of the educational platform used in the course to guide the student on how to best take advantage of it and to anticipate possible difficulties in using the technologies involved; c) Linguistics: Ability to write and understand written texts in order to preserve interpersonal relationships in the group and guide the student in the process of constructing learning. Preparation to explore reading and writing from hypertext. d) Social: Ability to establish and maintain a teaching and learning environment favorable to communication and interaction among its participants. e) Learning: Knowledge of how learning occurs, the different learning styles and their possibilities in the online environment . Sensitivity to capture behaviors that hinder learning and to intervene to preserve the student's interest. f) Intercultural: Ability to deal with the cultural diversity of students. g) Tutorial: Openness to receive suggestions and guidance to adapt to new situations. Ability to manage student participation in the course and the flow of teaching and administrative activities. Ability to organize and maintain a tutorial work routine. Ability to plan, organize and evaluate academic activities. Camacho et al (2016) argue that, given these skills, it is important for the teacher/tutor to recognize themselves as mediators of the knowledge that is being developed. In order to execute and understand the learning objectives, knowledge of the activities and assessments must be established. In the current scenario of social isolation due to COVID-19, these skills take on a range of new meanings, values and habits in which, despite the information and communication technology available in distance learning, singularity must be taken into account. It is a look at a necessary learning of remote work (“ Home Office ”) for the teacher/tutor and students. According to Habowski et al (2020), the teacher/tutor must be aware that in the open universe of distance education there are contrasts in the face of different realities, as well as discrepancies regarding the Virtual Learning Environment (some perpetuate functional characteristics of the tools), considered unattractive by students, in addition to difficulties in addressing communicative ambiguities in these spaces Legal Education and Covid-19: Current and Post-Pandemic Changes Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 5 © 2025 Global Journals