Utilização da monitoria acadêmica como facilitadora da aprendizagem no ambiente prático de ensino e sua importância na formação docente

Abstract

The contemporary approach highlights the student as an active subject in the educational process, seeking increased engagement and participation in school activities. Higher education, in tune with global transformations, continually adapts to enrich its methodologies, aiming to enhance teaching and learning processes. In the context of changes and improvements in teaching methodologies, educational resources such as academic tutoring emerge as essential elements in classrooms, serving as tools to support the teaching and learning process. It is employed as a strategy to improve the quality of education and student learning, involving the participation of student tutors positioned between the faculty and students. Thus, academic tutoring was implemented to analyze the interest and motivation of students in practical classes, investigating the relationship between academic tutoring and its contribution to the student tutor's teaching formation. In a private higher education institution, academic tutoring was applied through a didactic sequence containing class monitoring, application of investigative forms, theoretical and practical tutoring sessions, and the development of a logbook. Through a qualitative analysis of the didactic sequence and logbook development, it was possible to observe that academic tutoring contributed to the understanding of the content covered in practical classes, proving to be an important tool in assisting the teaching-learning process. Furthermore, academic tutoring contributed to the teaching formation of the tutor, aiding in the development of skills related to the use of different teaching methodologies, the relationship with students in the classroom, and a better understanding of the needs presented by the students.