Contribuições da monitoria acadêmica na formação do professor de matemática no CESP-UEA

Abstract

The objective of this work was to analyze the contributions of the academic monitoring of CESP/UEA, 2018-2020, to the training of the mathematics teacher, from the perspective of the monitors and graduates who work in Basic Education. In order to achieve this objective, the study followed a methodological path based on qualitative exploratory research, since we sought to analyze the contributions of academic monitoring to the training of academic monitors. In the construction of the data, semi-structured interviews were conducted with academics and graduates of the mathematics degree at CESP/UEA, who work and/or worked in monitoring in the triennium of 2018/2020. The results indicate that academic monitoring becomes a foundation in the formation of the future mathematics teacher, since it enables the teacher to develop diverse skills in the exchange of knowledge with his colleagues, besides contributing to the formative process of both.