Programa de Monitoria: desafios, saberes e contribuições a iniciação docente.

Abstract

The Monitoring Program stimulates and reinforces the importance of scientific research, in addition to encouraging the teaching-learning process, this Program aims to initiate the student into teaching, contribute to the improvement of undergraduate education, value teaching, encourage the exchange of experiences, develop participatory and autonomous training. That said, this research has the general objective of discussing the importance of the Monitoring Program in the training of undergraduates and what challenges surround the experiences of monitors. Our specific objectives are to reflect the relevance of the Monitoring Program in the construction of professional identity and teaching initiation, as well how to discuss the importance of the various dialogues during the Monitoring period to contribute to this experience, and analyze the challenges during the students' performance as monitors. What justifies this investigation from a scientific point of view is the gap in Higher Education Institutions (HEIs) in research on the impact of academic Monitoring in the training of monitors and in the qualification of teaching and learning processes in undergraduate courses. And, what motivates this investigation is the importance that the Monitoring Program has in the training of those who have contact with it. In this research we seek to answer the following problematizing question: how does the experience in the Monitoring Program contribute to teacher training and initiation and what challenges surround the experiences of academic monitors? We considered the hypothesis that research on the topic favors the Monitoring Program in Universities, we opted for the methodology of scientific research of a basic nature and a qualitative approach. The data collection instrument was semi-structured interviews. The context of this investigation had as its research locus the Federal University of Campina Grande, Cajazeiras campus – PB, specifically at the Teacher Training Center in the Pedagogy course. The theoretical references that supported this investigation were Freire (1996), Nunes (2007), Ramalho (2007), Dias (2007), Frison (2016), Alves and Barbosa (2021), Costa et al (2021). The results of this study show that the Monitoring Program provides value in the training of students, and has a great contribution to the construction of professional identity and teaching initiation. Develop an experience that offers intellectual gain within the academic world, favoring their journey, bringing the student closer to the internal issues of the academic field. We can understand the need for a moment of knowledge exchange, to clarify the objectives of the program and be able to overcome the challenges collectively between student monitors, guiding teachers, coordination of the Monitoring Program and the institution. We found that challenges surround the experience of monitors, adversities can happen and that internal or external circumstances can interfere with the implementation of practices.

7 ABSTRACT

The Monitoring Program stimulates and reinforces the importance of scientific research, in addition to encouraging the teaching-learning process, this Program aims to initiate the student into teaching, contribute to the improvement of undergraduate education, value teaching, encourage the exchange of experiences, develop participatory and autonomous training. That said, this research has the general objective of discussing the importance of the Monitoring Program in the training of undergraduates and what challenges surround the experiences of monitors. Our specific objectives are to reflect the relevance of the Monitoring Program in the construction of professional identity and teaching initiation, as well how to discuss the importance of the various dialogues during the Monitoring period to contribute to this experience, and analyze the challenges during the students' performance as monitors. What justifies this investigation from a scientific point of view is the gap in Higher Education Institutions (HEIs) in research on the impact of academic Monitoring in the training of monitors and in the qualification of teaching and learning processes in undergraduate courses. And, what motivates this investigation is the importance that the Monitoring Program has in the training of those who have contact with it. In this research we seek to answer the following problematizing question: how does the experience in the Monitoring Program contribute to teacher training and initiation and what challenges surround the experiences of academic monitors? We considered the hypothesis that research on the topic favors the Monitoring Program in Universities, we opted for the methodology of scientific research of a basic nature and a qualitative approach. The data collection instrument was semi-structured interviews. The context of this investigation had as its research locus the Federal University of Campina Grande, Cajazeiras campus – PB, specifically at the Teacher Training Center in the Pedagogy course. The theoretical references that supported this investigation were Freire (1996), Nunes (2007), Ramalho (2007), Dias (2007), Frison (2016), Alves and Barbosa (2021), Costa et al (2021). The results of this study show that the Monitoring Program provides value in the training of students, and has a great contribution to the construction of professional identity and teaching initiation. Develop an experience that offers intellectual gain within the academic world, favoring their journey, bringing the student closer to the internal issues of the academic field. We can understand the need for a moment of knowledge exchange, to clarify the objectives of the program and be able to overcome the challenges collectively between student monitors, guiding teachers, coordination of the Monitoring Program and the institution. We found that challenges surround the experience of monitors, adversities can happen and that internal or external circumstances can interfere with the implementation of practices.