A monitoria como espaço de formação docente: relato de experiência em ‘educação e novas tecnologias’

Abstract

This article discusses the contributions of the Tutoring Program to teacher training, with an emphasis on the tutoring experience in the curricular component of "Education and New Technologies". The problem guiding this work is to investigate how tutoring contributes to the development of the practice and professional identity of the teacher in training. This is a qualitative, descriptive, and exploratory research, developed through a case study in the Pedagogy Course at Campus III of the Federal University of Paraíba (UFPB). The data collection instrument consisted of a semi-structured interview, conducted using an interview guide composed of ten questions, which was developed with three students who worked as tutors in the aforementioned discipline. The work seeks to describe the activities, methodologies, and tools used during tutoring, as well as to identify the pedagogical challenges experienced throughout this process, as elements surrounding teacher training. To guide the research, authors such as Dutra, Nóvoa, Nunes, Schneider, and Tardif were used. The results indicate that the Mentoring Program constitutes an important formative space, promoting the strengthening of autonomy, pedagogical practice, and teaching knowledge. Specifically, significant learning was identified in the area of organizing pedagogical work—especially in lesson planning and evaluating teaching-learning processes—in expanding the pedagogical use 7 of media resources and digital technologies, and in overcoming challenges such as classroom management and the articulation of content with the students' reality, which contributed to strengthening a more reflective, engaged, and competent professional identity among students in training.