A monitoria como instrumento para o aprendizado em anatomia e ecofisiologia vegetal nos cursos de licenciatura em ciências agrárias e agroecologia

Abstract

The undergraduate degree in Agricultural Sciences and Bachelor of Agroecology at CCHSA has several disciplines that make up its curriculum and one of these disciplines refers to the basic knowledge that involves the physiological and anatomical processes of plants. Aiming at such understanding, the discipline of Plant Anatomy and Ecophysiology offered, in the semester 2019.2, the monitoring for this curricular component in the two undergraduate courses already mentioned and aimed to help the students of both courses to solve the possible doubts and difficulties that could be presented by the students during the course. The methodological approach of this work was characterized in a qualitative and exploratory way, as the approach and exploration of the object of study were allowed, in this case, the classroom / laboratory and teaching in action, in a specific way, of the teaching and learning process. in the discipline of Plant Anatomy and Ecophysiology. The following work was divided into two parts: the first refers to the experience report lived by the monitors and the second about the perception that the students had in relation to monitoring in this discipline, through the application of a questionnaire. Monitoring activities in the discipline of Plant Anatomy and Ecophysiology played an extremely important role in improving learning within the classroom, as it contributed to a better understanding of the contents covered, in addition to providing the student-teacher exchange and theoretical deepening by part of the monitors. Monitoring has helped us to establish our vocation for the classroom, contributing to mutual learning and in a pleasant way with our fellow students. The monitoring allowed the monitor student to go deeper into the contents of the discipline, in addition to placing it close to the teacher, allowing a better understanding of the dimensions of teaching-learning, its gratifications and difficulties, in addition to allowing us to experience the face-to-face and remote monitoring. Thus, monitoring served to further strengthen the desire for teaching and the skills required for such an exercise.