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The accelerated rhythm of nowadays' technical-scientific trends institutes a knowledge-flow (Levy, 2001) that demands the construction of personal learning paths (Levy, 1997). The development of abilities that allow adaptation of individuals to such constant and increasing transformations of contemporary context requires people to insert research and projects as integrant elements of educational routine. In this direction, one of the initiatives currently instituted in undergraduate courses is the development of Undergraduate Work (UW). This is based on magnification and/or exploration of knowledge areas related to undergraduate studies, which collaborates to the professional growth of students when trying to develop a reflexive and investigative position before a wide variety of phenomena and problems. In a complementary way, Master's and PhD programs constitute a specific locus to establish independent researchers. The expressive increase of these programs in a developing country like Brazil--5.6% per year in from 1976 to 2004 ("National Plan of Post-Graduation", 2004)--, and in U.S.A.--with growing projection of 35% in Master's and 19% in PhD degrees from years 2002-2003 to 20132014 (Hussar, 2005)--, configure possibilities and conducts of consolidated lifelong learning in both country scenes. The supervision of these intellectual works is followed by a research advisor (Figure 1). He/she, reserved modalities and complex differences among UW, Master's or PhD thesis involves a guided research from the specification of the proposal through the construction of final document. Consequently, the assignment of a research advisor might take in account the process of building strategies and contexts that would fulfill students' requirement, providing them with subsidies to acquire skills and abilities related to study management, information selection and organization, and knowledge construction (Mustaro et al., 2006b). [FIGURE 1 OMITTED] These elements can be explored in both ways, face-to-face or virtually; they result not only in the research accomplishment but also in intellectual autonomy for projects' construction and scientific reports (Saviani, 2002). From this point of view, nowadays, it can be considered that the orientation process is not related only to physical distance between the research advisor and the advisee anymore, but mainly to Internet access (Chassot, 2002). This eliminates the space-temporal barriers, and institutes a vehicle of direct interaction for communication. The use of technological tools also assists in documentation, configuration and tracking of history contacts, which helps the research progress follow-up. This orientation proposal is related to a pedagogical model where the personalization of the learning process is prioritized as interaction possibilities in learning networks (Mustaro, 2006a) and virtual communities (Pallof & Pratt, 1999). Moreover, this approach considers the needs and characteristics of "net generation" (Tapscott, 1998)--formed by people who present fluency in relation to digital media because they were born surrounded by technology such as television, video game and computers. According to this, net generation learners have abilities concerned to image visual interpretation and visual-spatial integration, as well as they usually learn better by inductive discovery. They are also able to quickly changing their attention, giving fast feedback to stimuli (Oblinger & Oblinger, 2005). However, a bibliographical survey in journals, books, and electronic documents indicate that references focusing in the orientation process issue are scarce in literature, becoming a relevant topic for research. To explore this scenario, the present article was organized in the following way: section Processes and Types of Orientation presents elements related to the conceptualization of orientation types and others related research elements; section Learning Approaches and Technological Tools refers to instructional design include in blended orientation proposal and supporting tools; section Case Study of Blended Orientation explain the methodology adopted throughout the research; section Results and Reflections about Experience makes use of collected data analysis and discusses the results obtained; finally, section Conclusions and Further Works presents conclusions pertinent to the case study and possibilities related to next steeps in this study area. …

Blended Proposal of Orientation Scientific Works by Comparison Face-to-Face and Online Processes