A monitoria na trajetória de uma estudante de pedagogia: um relato de experiência

Abstract

This study aims to investigate the potential contributions of university tutoring to the formative trajectory of a Pedagogy student at the Federal University of Alagoas (UFAL), based on her performance in the discipline of Education and Communication and Information Technologies (TDIC), in the semesters of 2021.2 and 2023.1. A qualitative approach was adopted, of a descriptive and reflexive nature, configuring itself as an experience report. The methodology involved the systematic monitoring of pedagogical practices mediated by Digital Information and Communication Technologies and, from this, the elaboration of academic productions, in addition to participation in the Institutional Tutoring Seminar. The results show the contributions linked to the student's professional development, especially in the construction of pedagogical, digital and socio-emotional skills, contributing to the construction of the teaching identity. The experience showed that, in addition to the professional knowledge built, engagement, empathy and collaboration play a central role in the learning processes and professional development. It is concluded that tutoring is consolidated as an important training space, integrating theory and practice, and enabling the student to take ownership of their own academic and teaching trajectory.