A Monitoria Acadêmica para egressos na Pedagogia: um espaço de reflexão do fazer docente

Abstract

Given the current challenges of the teaching profession, among which the tensions between the democratization of access and the quality of teacher education stand out, it is necessary to strengthen training experiences that articulate theory and practice. In this context, monitoring programs are a relevant strategy for student permanence and the qualification of teacher education. Specifically, the Monitoring Program aimed at graduates has significant potential to engage subjects who have completed initial training and have transitioned from university to professional insertion. To this end, we aim to analyze the Monitoring Program for graduate students, using as a reference the experiences developed in the subject Fundamentals of Literacy of the pedagogy program at the Universidade Estadual do Paraná (UNESPAR). The results indicated that monitoring for graduates serves as a mediating space between graduates' experience and the initial training of undergraduate students, thereby strengthening teacher education and contributing to student permanence.