O programa de monitoria no componente curricular educação, economia popular solidária e práticas associativas: dizeres das monitoras acerca de suas aprendizagens

Abstract

Monitoring is a teaching and learning process that meets the needs of student training in higher education, therefore the monitor experiences various processes inherent to the profession of teaching. The objective of this study is to analyze the scope and limits of monitoring, through the curricular component Education, Solidarity Popular Economy and Associative Practices carried out between the periods of 2019.1 to 2020.2 of the Pedagogy course (With an area of Deepening in Rural Education) at the University Federal da Paraíba UFPB. To achieve this objective, the following specific objectives were organized: to identify the types of learning developed in monitoring; describe the experience of the monitors of the curricular component Education, Solidarity Popular Economy and Associative Practices; understand the role of the monitors of the curricular component Education, Solidarity Popular Economy and Associative Practices. The research analyzed the monitors' learning in the curricular component. For this, the questionnaire and semi-structured interviews provided data collection. For the theoretical basis, some intellectuals such as Almeida (2019), Bastos (2006), Neves (2003), among other scholars, were used. The methodology used was qualitative, of the survey type with content analysis, characterized as a case study and exploratory, considered a documentary research. According to the results, the achievements that the former monitors obtained refer to the experience of teaching practice in higher education, to pedagogical learning and to the significant knowledge produced in the Education, Popular Solidarity Economy component, since they experienced aspects of teaching practice, researching , planning classes, preparing materials and choosing teaching methodologies to be used with the class, all this in partnership with the teacher of the curricular component Education, Solidarity Popular Economy and Associative Practices, the pandemic caused by covid-19 was a challenge to be faced , since communication with the students in the class took place via text messages and that some students were afraid to talk to them, making it more difficult to establish a more dialogical close relationship. Furthermore, the pandemic caused both physical and psychological illness in some students and their families.