Avaliação do Programa Institucional de Monitoria como política de melhoria do processo de ensino-aprendizagem no âmbito da Universidade Federal do Tocantins – Câmpus de Palmas

Abstract

Monitoring, as a teaching support tool, has demonstrated an important contribution to the integrated training of the student in teaching, research and extension activities, as well as strengthening teaching-learning through the mutual relationship between monitor and teacher enabling the student to experience the practice as a teacher. Most universities have a monitoring program that aims to assist students who study the discipline as well as provide the monitor with the opportunity to experience and accompany the teacher in academic activities. Based on this premise the research presented here had as objective to analyze the Institutional Monitoring Program of UFT as to its effectiveness in the improvement of the teaching-learning process and in the relationship building between students and instructors. The following specific objectives were established: to measure the number of instructors and teachers who participated in the program; understanding the relationship between teachers and monitors; and, finally, to diagnose the perception of teachers and monitors as to the achievement of the objectives of the program. The methodology adopted was the case study of an applied nature based on a qualitative-quantitative approach and data collection was performed through the following technical procedures: bibliographic research, documentary research and survey application to the monitors and teachers of the Palmas campus, being answered by 65 teachers and 113 monitors. For the analysis of quantitative data, we used descriptive statistics and triangulation of data. The questionnaire addressed questions about the degree of knowledge of the objectives of the program, reasons that led the student to want to be a monitor, as well as the teacher in wanting to have a monitor in their discipline, importance of the relation between monitor and teacher for the teaching-learning process, and difficulties encountered in the exercise of monitoring. The results showed that both teachers and monitors are aware of the importance of the monitoring program and the benefits that the program can offer to the monitor by experiencing teaching practice and creating a link with the teacher, for the monitored student who learns through the exchange of experiences and for the teacher who encourages the monitor to seek new ways of learning, raising in him the desire to pursue a teaching career. However, the actors surveyed also mentioned some critical points (lack of space for monitoring, insufficient number of scholarships, lack of incentive for students to attend the courses, training courses, etc.) that limited the good development of the activities and deserve attention of the institution, and should rethink and propose improvements to improve this program still undervalued.