Monitoria de iniciação à docência no contexto da Universidade Federal do Ceará: aspectos legais e sua aplicabilidade

Abstract

This study examines the relationship between law and practice of monitoring of initiation to teaching in the graduation courses of Federal University of Ceara (known as UFC), in terms of the monitors. Several factors influenced the need to deepen this theme, such as: dynamic character of monitoring, because it is an institutional policy committed to the professional development of future teachers; set up as this activity for many years at UFC; insert itself in the process of training of graduate students and by the experience of the researcher. Given the complexity of the subject, came the next question to be investigated: - how the Initiation Program to Teaching is running in the graduation courses of Federal University of Ceara and what it is its suitability relevant legislation? The aim of this study was to analyze the perception of monitors paid in the Initiation Program to Teaching of Federal University of Ceara, regarding the realization of the goals set out in Resolution nº 01/CEPE of March 4, 2005. The specific objectives were: Making a historical survey of the monitoring up to its institutionalization in university education; present definitions of monitoring proposed by federal institutions of university education in Brazil; analyze current legislation aimed at monitoring the Initiation Program to Teaching of Federal University of Ceara; describe the monitoring of the Initiation Program to Teaching; relate the goals set forth in Resolution of the Initiation Program to Teaching with monitoring practice in undergraduate. Based on the material needed to support the reality studied, we chose a descriptive research. The research consisted of the paid monitors of the Initiation Program to Teaching of Federal University of Ceara that received compensation in December 2011. Data were collected by a questionnaire consisting of 12 questions, with 10 objective and 2 subjective. The sample consisted of 335 paid monitors program that returned the questionnaire within the prescribed period. The research was based on the studies of Libâneo (1994), Luckesi (2005), Natário (2010), among others considered important for the development of theoretical research and support of the analysis of the responses. After collecting and analyzing data, it was concluded that, according of the vision of monitors that participated in the survey, this program fits the institution's commitment to promote the appropriate use of theoretical knowledge to various situations encountered in the workplace, but also favors the development of relational skills, because the monitor being in constant interaction with other students; that said, it is evident that the activity monitoring is an important step toward the activity of teaching.