The creation of the Open University System of Brazil (UAB) in 2005 reconfigured public higher education by incorporating principles of New Public Management, marking the expansion of Distance Education (EAD) with a focus on efficiency, results-based logic, and flexible teaching methods. This research investigated the constitution of the subjectivities of virtual tutors in the Bachelor's Degree in Pedagogy course linked to the UAB, in light of the political and institutional transformations of the neoliberal context. Using a qualitative approach, narrative interviews were conducted with six virtual tutors, based on the assumptions of narrative research (Schütze, 1977; Souza, 2012) and interpretative-comprehensive analysis (Bauer, 2002). The methodological approach also engaged with the policy cycle of Ball and Bowe (1996), expanded by Mainardes (2006; 2018), and with authors who discuss teaching work from the perspective of precariousness and fragmentation, such as Tardif and Lessard (2009). Based on the comprehensive-interpretative analysis, it was possible to perceive that, although tutors act as mediators of learning and recognize themselves as teaching subjects, their experiences are marked by identity ambiguities, professional instability and reduced institutionalization of the function. The narratives reveal, in this context, that distance education contributes to the intensification of precarious forms of work, while at the same time configuring itself as a space for the production of meanings and pedagogical bonds.