SILVA, M. O.; http://lattes.cnpq.br/7065588257162666; SILVA, Meris de Oliveira.
Résumé:
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.