Entre o protagonismo e a precarização: a monitoria acadêmica na formação da identidade docente no curso de Pedagogia da UFPB (2020-2022)

Abstract

Initial teacher training in the Pedagogy program at CE/UFPB finds in academic monitoring a privileged space for the constitution of teaching identity and the experience of praxis. However, the educational transformations that occurred in the period from 2020 to 2022, with reflective developments until 2025, especially those driven by the COVID-19 sanitary crisis and the need to develop media competencies to face inequalities and misinformation, reconfigure the dynamics of this activity. The objective is to investigate the configurations of academic monitoring along with the experiences in the components of Economics of Education and History of Education II, articulated with the collective monitoring project of the Department of Foundations of Education, in order to discuss tensions between the stimulation of student protagonism and the risks of formative precarization throughout this time horizon. In methodological terms, this is a qualitative research of bibliographic review, which aims to dialogue with experience reports. The theoretical framework articulates the categories of protagonism, identity fabrication (Garcia; Hypolito; Vieira, 2005), mirroring (Pimenta; Lima, 2017), rupture of the school pact (Menezes; Santos, 2025), and teaching knowledge (Tardif, 2014). The results reveal a structural pedagogical ambiguity, which oscillates between the promotion of digital competencies and, often, the reduction of the monitor to merely technical-operational functions, configuring a subjective precarization of the teaching identity. Therefore, the formative success of monitoring depends on an institutional mediation that prioritizes autonomy and critical reflection, reaffirming it as a device for professional maturation and resistance against functional emptying in Pedagogy.