THE EXPERIENCE OF ACADEMIC MONITORING IN THE SUBJECT OF TEACHING AS A POSSIBILITY OF LEARNING IN UNIVERSITY TEACHING (Atena Editora)

Abstract

This work is linked to the field of Didactics and has as its specific theme the academic monitoring, as an experience of initial development of the learning of university teaching. Thus, the objective of this textual production is to reflect on the experiences of monitoring in the discipline of Didactics, of the 2nd series of the Degree in Pedagogy, developed by an academic of the 4th series of the same course, at the State University of Ponta Grossa (UEPG). These activities were developed in 2017 and were guided by the search for articulation between theory and practice, emphasizing the learning of university teaching through the monitoring and intervention of/in the actions developed in the aforementioned Didactics discipline. The methodology is qualitative, interpretive in nature, based on an experience report. To support the analyses, the contributions of the following authors were mobilized: Nóvoa (2022), Cunha (2021), Cunha and Ribeiro (2020), Frison (2016), Frison and Moraes (2010), Dantas (2014), Freire (2014), 2015), among others, in addition to guiding documents such as the Education Guidelines and Bases Law (LDB), Law nº 9394/96. It appears that the exchange of experiences between the mentor teacher and the teacher in training, interspersed with the activities of the Didactics discipline and the contact with other academics, fostered the pedagogical development of university teaching, enriching this process, providing a significant learning opportunity for the monitor in question.