Contribuições da monitoria acadêmica na formação docente: experiências e discussões

Abstract

Academic monitoring has become an important and complementary area of teacher training at a time when the monitor acts as the facilitator of the process knowledge and student-teacher, student and knowledge, that is, helps the future teacher to master the skills and Specific skills of the degree in Mathematics. In view of the above, using the search (self)biographical and biographical this study aimed to investigate the contributions of the Mathematics Degree Monitoring Program of the UFPB-Campus IV in teacher training, based on account and theoretical discussion of my experience as monitor. As a theoretical contribution to the anchoring of this research, we used references such as Freire (1975, 1996), National Curricular Parameters (1997), Barbosa (2003), Dias (2007), Lopes (2009), Vasconcellos (2002), Nunes (2007) Queluz and Alonso (2003) among others. Based on this experience, we consider that the actions of monitoring are fundamental to intensify the process of teacher training. Essential practice for the integral development of the skills and competences of the future teacher. In this way, the monitoring exerts a social function in the academy by helping the student of the degree with difficulty through activities extraclasses, as well as, to improve the abilities of the educational practice. Finally, I realized in trajectory of monitoring how important this experience was to my teacher training process and consequently to professional performance as a Mathematics teacher.