FORMAÇÃO INICIAL DE PROFESSORES E O TRABALHO DE MONITORIA: A EXPERIÊNCIA DE UM CURSO DE PEDAGOGIA OFERTADO NA REGIÃO FRONTEIRIÇA ENTRE BRASIL E PARAGUAI

Abstract

This article aims to present a monitoring experience, carried out in the discipline of Introduction to Scientific Methodology belonging to the curricular matrix of the Pedagogy degree course at the Federal University of Mato Grosso do Sul, more specifically at the Ponta Porã Campus, which is located on the border of the Brazil with Paraguay. To guide the research methodologically, bibliographic research (PIZZANI et al., 2012), documentary research (SILVA et al., 2009), Cellard (2014) and action research (TRIPP, 2005) were used to answer the following questions: Monitoring is an activity that contributes to initial teacher education? How does this happen on the Brazilian border with Paraguay? Does the discontinuity of public policies affect teacher training / promotion? To answer the questions, two sections were organized, except for the introduction, in the first section the methodological outline of the research was established and the theoretical basis for the development of the research is projected. The second section deals with the results obtained and the discussion about the experience of monitoring in an undergraduate course located in the border region. And, in the final considerations, the answers to the initial questions are explicitly presented and the positive and negative aspects of monitoring for teacher training are highlighted.