Monitoria do Programa de Acolhimento ao Estudante Ingressante no curso técnico de nível médio em Agroindústria, Campus Teresina Central

Abstract

This dissertation is linked to the Master's Program in Professional and Technological Education (PROFEPT), Parnaíba campus, belongs to the Teaching area and the research line Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT), macroproject 6 - which is related to the organization and planning of formal and non-formal pedagogical spaces, research, teaching and extension and EPT management. The theme of this study became a general objective, which consists of analyzing the impacts of the Incoming Student Reception Program (PRAEI) for the development of successful learning and retention of students who participate in the program in the secondary technical course, in integrated way in agroindustry, offered by the Federal Institute of Education of Piauí, Teresina Central campus. As a way of making a practical contribution to the study, one of the specific objectives of the research was to develop an educational product containing didactic-pedagogical guidelines for the role of the PRAEI monitor. Monitoring is a strategy that has history in Education, for a long time its value was linked to the quantitative aspect, as it allowed the instruction of many people at reasonable prices. Today the conceptual meanings shift towards a qualitative bias, the literature points out that the practice of monitoring allows for better school engagement, contributing to both the personal and academic development of students. The methodology used was a single case study, thirteen students, five monitors, two guiding teachers and two pedagogues participated in the research. Questionnaires were administered to the monitors and students and a structured interview was carried out for the aforementioned servers. The questions sought to understand what impacts PRAEI monitoring could bring to students, as well as understanding the training needs of student monitors, and their difficulties in developing monitoring. In the analysis and discussion of the data, it was used the content analysis of Bardin (2020). This is qualitative and field research. During the research, documentary research was carried out on program frequencies, newsletters from the investigated class and in the PRAEI project, as well as in the monitoring resolutions of the Federal Institute of Piauí (IFPI). The results show that PRAEI monitoring does not bring immediate impacts to the students who participate in the program, however it strengthened the students' permanence at the Institution and the collaboration for the human development both personally and professionally of the students was evident. It is hoped that this work will contribute as a possibility of theoretical deepening on monitoring practice and stimulate new research, mainly evaluating or comparing different monitoring practices, such as monitoring that takes place in the classroom itself and that carried out after school. Furthermore, it is necessary to continue research into the training of student monitors and to expand research that can collaborate in the construction of educational materials for this audience. This work will contribute to rethinking actions aimed at monitoring PRAEI, as it provides an analysis of its contributions and limitations.