The use of Monitoring in teaching as a proponent of knowledge

Detalhes bibliográficos
Autor(a) principal: Campos, Sarah Lima
Data de Publicação: 2020
Outros Autores: Santos, Hanayla Sousa, Arruda, Thiago de Moura, Borges, Ana Kleiber Pessoa, Abreu, Tainá de, Quaresma, Fernando Rodrigues Peixoto
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/9118
Resumo: The monitoring activities were created with the purpose of acting as facilitators of the knowledge from the aid to the didactic functions of the teachers. In this context, it is urgent to understand if, in the current higher education scenario, the execution of monitoring activities favor the teaching-learning process? This study aims to elucidate the use of monitoring in teaching as a proponent of knowledge expansion, as well as to point out the positive points that the practice of monitoring brings the academic community in general (students, teachers and monitors) and demonstrate possible failures that monitoring programs can present. This is an integrative review of the literature in seven stages. Twenty articles were analyzed, five of them being chosen for the discussion. The monitoring represents a strong tool in the construction of knowledge, since it allows not only the revision of contents, but also to solve doubts, the theoretical deepening in topics of interest, the practical experience, the scientific initiation and the encouragement to teaching. However, negligence was observed in the supervisor-monitor relationship, a fact that can de-structure the teaching-learning process targeted in the monitoring programs.
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spelling The use of Monitoring in teaching as a proponent of knowledgeEl uso de las Monitoreas en la enseñanza como proponente ampliador del conocimientoO uso das monitorias no ensino como proponente ampliador do conhecimentoMonitoringEducationTeaching.MonitoreoEducaciónEducación.MonitoriaEducaçãoEnsino.The monitoring activities were created with the purpose of acting as facilitators of the knowledge from the aid to the didactic functions of the teachers. In this context, it is urgent to understand if, in the current higher education scenario, the execution of monitoring activities favor the teaching-learning process? This study aims to elucidate the use of monitoring in teaching as a proponent of knowledge expansion, as well as to point out the positive points that the practice of monitoring brings the academic community in general (students, teachers and monitors) and demonstrate possible failures that monitoring programs can present. This is an integrative review of the literature in seven stages. Twenty articles were analyzed, five of them being chosen for the discussion. The monitoring represents a strong tool in the construction of knowledge, since it allows not only the revision of contents, but also to solve doubts, the theoretical deepening in topics of interest, the practical experience, the scientific initiation and the encouragement to teaching. However, negligence was observed in the supervisor-monitor relationship, a fact that can de-structure the teaching-learning process targeted in the monitoring programs.Las actividades de monitoreo surgieron con el propósito de actuar como facilitadores del conocimiento a partir del auxilio a las funciones didácticas de los docentes. En este contexto, urge la necesidad de entender si, en el escenario de la educación superior actual, la ejecución de actividades de monitoreo favorecen el proceso enseñanza-aprendizaje? Este estudio tiene como objetivo elucidar en cuanto al uso de los monitores en la enseñanza como proponente ampliador del conocimiento, además de señalar los puntos positivos que la práctica de la monitoría trae a la comunidad académica en general (alumnos, docentes y monitores) y demostrar posibles fallas que los los programas de monitoreo pueden presentar. Se trata de una revisión integrativa de la literatura realizada en siete etapas. Se analizaron 20 artículos, siendo cinco de ellos elegidos para el levantamiento de la discusión. Los monitoreos representan una fuerte herramienta en la construcción de conocimientos, ya que posibilita no sólo la revisión de contenidos, sino también sanar dudas, la profundización teórica en temas de interés, la vivencia práctica, la iniciación científica y el estímulo a la docencia. Sin embargo, se observó negligencia en la relación orientador-monitor, hecho que puede desestructurar el proceso enseñanza-aprendizaje visado en los programas de monitoreo.As atividades de monitoria surgiram com o intuito de atuarem como facilitadores do conhecimento a partir do auxílio às funções didáticas dos docentes. Este estudo tem como objetivo elucidar o uso das monitorias no ensino como proponente ampliador do conhecimento, além de, apontar os pontos positivos que a prática da monitoria traz a comunidade acadêmica em geral (alunos, docentes e monitores) e demonstrar possíveis falhas que os programas de monitoria possam apresentar. Trata-se de uma revisão integrativa da literatura realizada em sete etapas. Foram analisados 20 artigos, sendo cinco deles escolhidos para o levantamento da discussão. As monitorias representam uma forte ferramenta na construção de conhecimentos, uma vez que possibilita não apenas a revisão de conteúdo, mas também sana dúvidas, traz aprofundamento teórico em temas de interesse, vivência prática, iniciação científica e o estímulo à docência. Todavia, observou-se negligências na relação orientador-monitor, fato este que pode desestruturar o processo ensino-aprendizagem visado nos programas de monitoria.Research, Society and Development2020-10-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/911810.33448/rsd-v9i10.9118Research, Society and Development; Vol. 9 No. 10; e6079109118Research, Society and Development; Vol. 9 Núm. 10; e6079109118Research, Society and Development; v. 9 n. 10; e60791091182525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/9118/7984Copyright (c) 2020 Sarah Lima Campos; Hanayla Sousa Santos; Thiago de Moura Arruda; Ana Kleiber Pessoa Borges; Tainá de Abreu; Fernando Rodrigues Peixoto Quaresmahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCampos, Sarah Lima Santos, Hanayla Sousa Arruda, Thiago de Moura Borges, Ana Kleiber Pessoa Abreu, Tainá de Quaresma, Fernando Rodrigues Peixoto 2020-10-31T12:03:23Zoai:ojs.pkp.sfu.ca:article/9118Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:31:26.902603Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv The use of Monitoring in teaching as a proponent of knowledge
El uso de las Monitoreas en la enseñanza como proponente ampliador del conocimiento
O uso das monitorias no ensino como proponente ampliador do conhecimento
title The use of Monitoring in teaching as a proponent of knowledge
spellingShingle The use of Monitoring in teaching as a proponent of knowledge
Campos, Sarah Lima
Monitoring
Education
Teaching.
Monitoreo
Educación
Educación.
Monitoria
Educação
Ensino.
title_short The use of Monitoring in teaching as a proponent of knowledge
title_full The use of Monitoring in teaching as a proponent of knowledge
title_fullStr The use of Monitoring in teaching as a proponent of knowledge
title_full_unstemmed The use of Monitoring in teaching as a proponent of knowledge
title_sort The use of Monitoring in teaching as a proponent of knowledge
author Campos, Sarah Lima
author_facet Campos, Sarah Lima
Santos, Hanayla Sousa
Arruda, Thiago de Moura
Borges, Ana Kleiber Pessoa
Abreu, Tainá de
Quaresma, Fernando Rodrigues Peixoto
author_role author
author2 Santos, Hanayla Sousa
Arruda, Thiago de Moura
Borges, Ana Kleiber Pessoa
Abreu, Tainá de
Quaresma, Fernando Rodrigues Peixoto
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Campos, Sarah Lima
Santos, Hanayla Sousa
Arruda, Thiago de Moura
Borges, Ana Kleiber Pessoa
Abreu, Tainá de
Quaresma, Fernando Rodrigues Peixoto
dc.subject.por.fl_str_mv Monitoring
Education
Teaching.
Monitoreo
Educación
Educación.
Monitoria
Educação
Ensino.
topic Monitoring
Education
Teaching.
Monitoreo
Educación
Educación.
Monitoria
Educação
Ensino.
description The monitoring activities were created with the purpose of acting as facilitators of the knowledge from the aid to the didactic functions of the teachers. In this context, it is urgent to understand if, in the current higher education scenario, the execution of monitoring activities favor the teaching-learning process? This study aims to elucidate the use of monitoring in teaching as a proponent of knowledge expansion, as well as to point out the positive points that the practice of monitoring brings the academic community in general (students, teachers and monitors) and demonstrate possible failures that monitoring programs can present. This is an integrative review of the literature in seven stages. Twenty articles were analyzed, five of them being chosen for the discussion. The monitoring represents a strong tool in the construction of knowledge, since it allows not only the revision of contents, but also to solve doubts, the theoretical deepening in topics of interest, the practical experience, the scientific initiation and the encouragement to teaching. However, negligence was observed in the supervisor-monitor relationship, a fact that can de-structure the teaching-learning process targeted in the monitoring programs.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/9118
10.33448/rsd-v9i10.9118
url https://rsdjournal.org/index.php/rsd/article/view/9118
identifier_str_mv 10.33448/rsd-v9i10.9118
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/9118/7984
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 10; e6079109118
Research, Society and Development; Vol. 9 Núm. 10; e6079109118
Research, Society and Development; v. 9 n. 10; e6079109118
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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