dc.creator.ID |
VIEIRA, L. S. C. |
|
dc.creator.Lattes |
http://lattes.cnpq.br/9169942967648596 |
|
dc.contributor.advisor1 |
SOUSA, Rozilene Lopes de. |
|
dc.contributor.advisor1ID |
SOUSA, R. L. de. |
|
dc.contributor.advisor1Lattes |
http://lattes.cnpq.br/7255410765448943 |
pt_BR |
dc.contributor.referee1 |
PEREIRA, Zildene Francisca. |
|
dc.contributor.referee2 |
CAMPOS, Maria de Lourdes. |
|
dc.description.resumo |
O Programa de Monitoria estimula e reforça a importância da pesquisa científica, além de
incentivar o processo ensino-aprendizagem, este Programa tem como finalidade iniciar o aluno
na docência, contribuir com a melhoria do ensino de graduação, valorizar a docência, favorecer
a troca de experiências, desenvolver uma formação participativa e com autonomia. Isto posto,
esta pesquisa tem como objetivo geral discutir a importância do Programa de Monitoria na
formação dos graduandos e quais desafios circundam as experiências de monitores, temos como
objetivos específicos refletir a relevância do Programa de Monitoria na construção da
identidade profissional e iniciação docente, bem como discutir a importância dos diversos
diálogos no período de Monitoria para contribuição dessa experiência, e analisar os desafios
durante a atuação dos discentes como monitores. O que justifica essa investigação do ponto de
vista científico é a lacuna que há nas Instituições de Ensino Superior (IES) de pesquisas sobre
o embate da Monitoria acadêmica na formação dos monitores e na qualificação dos processos
de ensino e aprendizagem dos cursos de graduação. E também, o que motiva a realização desta
investigação é a importância que o Programa de Monitoria possui na formação daqueles que
tem contato com a mesma. Nesta pesquisa buscamos responder a seguinte questão
problematizadora: como a experiência no Programa de Monitoria contribui na formação e
iniciação docente e quais desafios circundam as experiências de monitores acadêmicos?
Consideramos a hipótese de que pesquisar sobre a temática favorece o Programa de Monitoria
nas Universidades, optamos pela metodologia da pesquisa científica de natureza básica e
abordagem qualitativa. O instrumento de coleta de dados foram as entrevistas semiestruturadas.
O contexto desta investigação teve como lócus de pesquisa a Universidade Federal de Campina
Grande, campus Cajazeiras – PB, especificamente no Centro de Formação de Professores no
curso de Pedagogia. Os referenciais teóricos que sustentaram esta investigação foram Freire
(1996), Nunes (2007), Ramalho (2007), Dias (2007), Frison (2016), Alves e Barbosa (2021),
Costa et al (2021). Os resultados desse estudo apresentam que o Programa de Monitoria
proporciona um engrandecimento na formação dos discentes, e tem grande contribuição na
construção da identidade profissional e iniciação docente. Desenvolvendo uma vivência que
oferece um ganho intelectual dentro do mundo acadêmico, favorecendo a sua jornada, tornando
o discente mais próximo as questões internas do campo acadêmico. Podemos compreender a
necessidade de um momento de trocas de saberes, para ficar claro os objetivos do programa e
conseguir superar os desafios em coletividade entre discentes monitores, professores
orientadores, coordenação do Programa de Monitoria e instituição. Constatamos que desafios
circundam a experiência de monitores, adversidades podem acontecer, e que circunstâncias
internas ou externas podem interferir na concretização das práticas. |
pt_BR |
dc.publisher.country |
Brasil |
pt_BR |
dc.publisher.department |
Centro de Formação de Professores - CFP |
pt_BR |
dc.publisher.initials |
UFCG |
pt_BR |
dc.subject.cnpq |
Educação. |
pt_BR |
dc.title |
Programa de Monitoria: desafios, saberes e contribuições a iniciação docente. |
pt_BR |
dc.date.issued |
2023-11-27 |
|
dc.description.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. |
pt_BR |
dc.identifier.uri |
http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/36146 |
|
dc.date.accessioned |
2024-06-18T12:05:14Z |
|
dc.date.available |
2024-06-18 |
|
dc.date.available |
2024-06-18T12:05:14Z |
|
dc.type |
Trabalho de Conclusão de Curso |
pt_BR |
dc.subject |
Programa de Monitoria |
pt_BR |
dc.subject |
Iniciação à docência |
pt_BR |
dc.subject |
Formação de discentes |
pt_BR |
dc.subject |
Monitores |
pt_BR |
dc.subject |
Monitoring Program |
pt_BR |
dc.subject |
Initiation to teaching |
pt_BR |
dc.subject |
Student training |
pt_BR |
dc.subject |
Monitors |
pt_BR |
dc.rights |
Acesso Aberto |
pt_BR |
dc.creator |
VIEIRA, Larissa da Silva Cavalcante. |
|
dc.publisher |
Universidade Federal de Campina Grande |
pt_BR |
dc.language |
por |
pt_BR |
dc.title.alternative |
Monitoring Program: challenges, knowledge and contributions to teaching initiation. |
pt_BR |
dc.identifier.citation |
VIEIRA, Larissa da Silva Cavalcante. Programa de Monitoria: desafios, saberes e contribuições a iniciação docente. 2023. 55f. Monografia (Licenciatura em Pedagogia) - Centro de Formação de Professores, Universidade Federal de Campina Grande, Cajazeiras, Paraíba, Brasil, 2023. |
pt_BR |