MONITORIAS: UMA ALTERNATIVA PARA QUALIFICAR O ENSINO DA MATEMÁTICA

Abstract

portuguesO presente trabalho buscou complementar a formacao dos alunos de 1o (primeiro) ano dos cursos tecnicos de Eventos e de Informatica, que ingressaram no Instituto Federal de Educacao, Ciencia e Tecnologia Farroupilha, campus Sao Borja, em 2017, muitos deles com dificuldades nos conhecimentos de Matematica Basica. Para diminuir as dificuldades apresentadas pelos alunos e melhorar a aprendizagem conceitual foram propostas monitorias por academicos do curso de Licenciatura em Matematica. Desse modo, oportunizando aos futuros professores uma experiencia profissional no Ensino Medio, de forma que se sintam motivados a buscar estrategias que promovam melhorias no ensinoaprendizagem e no contato vivenciado com a realidade escolar. As monitorias eram realizadas no campus, duas vezes por semana sendo um dia dedicado a cada turma, com duracao de uma hora. Os monitores eram responsaveis por prepararem as aulas de reforco, baseando-se em metodologias que abrangessem os conteudos trabalhados em aula e duvidas que surgiam por meio dos discentes. A partir de relatos dos professores e dos alunos da instituicao, verificou-se que os educandos melhoraram seu desempenho em sala de aula, comprovando a importância das monitorias para o processo de ensino-aprendizagem, alem das experiencias e desafios proporcionados aos monitores. EnglishThe present work aimed at complementing the training of students in the 1st (first) year of the technical courses of Events and Informatics, who joined the Federal Institute of Education, Science and Technology Farroupilha, Sao Borja campus, in 2017, many of them with knowledge difficulties of Basic Mathematics. In order to reduce the difficulties presented by the students and to improve conceptual learning, monitors were proposed by the undergraduate students in Mathematics. Thus, providing future teachers with professional experience in High School, so that they feel motivated to seek strategies that promote improvements in teaching and learning and the contact experienced with the school reality. The monitoring was accomplished on campus, twice a week, and each day was dedicated to each class, lasting one hour. The monitors were responsible for preparing the reinforcement classes, based on methodologies that covered the contents worked in class and questions that arose through the students. Based on reports from the institution’s teachers and students, it was verified that the students improved their performance in the classroom, proving the importance of monitoring for the teaching-learning process, as well as the experiences and challenges offered to the monitors.