Trajetória acadêmica de ex-monitores do curso de pedagogia do CFP: as influências da monitoria na formação acadêmica.

Abstract

This research focuses on the academic career of former monitors the pedagogy course the CFP, as the influences on their academic performance. The specific objectives are: to characterize the motivations of monitors to join the monitoring; identify possible difficulties faced by students in monitoring, as well as the strategies developed to overcome them; learning how ex-monitors evaluate the influences of participation for monitoring their academic performance. Some theorists based this study including: Bourdieu (...), Charlot (2000), Josso (2004), Libanius (1994), Severino (2007), among others. The methodology used was a qualitative research approach in the field of thematic stories of life, four interviews with former monitors pedagogy courses were held. The analysis of data has shown the reasons that led the former to join the monitoring monitors, among which influences teachers and financial need, as to possible difficulties reconciling study, monitoring and employment, shyness, for greater were cited readings. Among the strategies to overcome these difficulties organizing time, greater engagement with readings related to the discipline, build friendships were listed. As for the activities developed, mentioned the guidance of students, studies directed production of reviews and articles. Regarding the work of the advisor was quoted, the orientation of studies of texts, and also in the activities to be performed in the classroom. Regarding the evaluation addressed the ownership of readings, motivation to present papers in conferences, confidence to participate orally school discipline. About contribution makes the interest to the pursuit of knowledge, resourcefulness participation in the classes. Therefore, it was concluded that the former monitors positively evaluate the influences of monitoring for their academic performance, allowing even the formulation of future academic projects.