A monitoria como espaço formativo do docente em geografia e os desafios encontrados no programa.

Abstract

Teacher training is one of the subjects that is always under discussion, in order to identify methodologies that make it more efficient, and how these will contribute in the teaching-learning process. In Geography teaching it is no different. We see the use of methodologies, which were previously considered obsolete, showing that these, when well used, are summing up in teacher training, not just a waste of time, resources and goods, for example fieldwork, or the insertion of the individual into the medium of performance, as the Monitoring Program makes possible. After being a participant in the Monitoring Program, I was worried about the contributions of this process of Initial Teacher training in Geography. For this, it awakens the interest of the undergraduate students for the teaching career, being this awakening from the experience of initiation to teaching. Because the Program, besides being a complement of workload, also allows the student the insertion in techniques such as planning, class domain and a better relationship with the like. Therefore, a brief analysis is necessary about this and how it can be improved. This was the starting point for this research, always seeking to reflect the Monitoring Program as part of the initial geography teacher training, besides identifying the frequency and presence of monitoring by disciplines in the Course and the results in initial teacher training, as well as , to investigate the impasses that cause teacher and student demotivation in Geography in the participation of the Monitoring Program.