Monitoria: relevância e impactos para o universo discente.

Abstract

Since graduation is a preparation for subsequent work in the labor market, it is important that the student of higher education understands that he now has greater responsibility for this stage of his life of studies. In universities there are several programs related to teaching, research and the extent to which students can participate and thus complement their training. Among these programs are those of initiation to teaching, such as the monitoring program, extremely important for undergraduate students. The objective of this work is to investigate the relevance and impacts of monitoring in the training of the academic monitor of the four undergraduate courses of the Education and Health Center of the Federal University of Campina Grande, as well as the perceptions and perspectives that the students users and nonusers present regarding the monitoring service. For this, a semi-structured interview was conducted with eight students, monitors and ex-monitors, from the four courses and a questionnaire was applied to 257 students who used or did not use the monitoring service. The data collected through the interviews were submitted to Content Analysis, according to Bardin's (1977) perspective and the data collected through the questionnaire were tabulated in Microsoft Excel spreadsheets and analyzed through descriptive statistics. Regarding gender, four monitors and four monitors were interviewed, who were in the third and ninth periods and aged between 20 and 27 years. Emerging from the research with the monitors were eight themes, which included categories for respondents' answers, among which: Motivation to act as a monitor, Functions to be developed in the monitor by the monitor and the teacher, Contributions of the monitoring to the academic and The monitoring and the initiation to the teaching. The data related to the students that can use the monitoring service showed that, of 257 students surveyed, 53.7% did not, and of these, 27.6% were of the night. The main reason students use the monitoring service is to question the content of the course. For those who do not use it, the reason that stood out was the unavailability of time, an alternative chosen by 66.5% of academics. It was also noticed a certain satisfaction of the students who attend the monitoring, since, most, 73.1%, said that the monitors are always in the place of attendance, 84.9% said the place where the monitoring takes place is adequate to carry out this activity, 66.4% stated that, sometimes, monitoring meets their expectations and 84.7%, that teachers encourage students to seek help in monitoring. This research shows the importance of monitoring in undergraduate courses, both for the monitors, who have the opportunity to participate in a program of initiation to teaching, as for other students who have in this activity an additional support to their learning.