Abstract:
This paper analyzes the process of implantation of the Academic Monitoring Program at the Instituto Federal de Educação, Ciência e Tecnologia, IFCE [Federal Institute of Education, Science and Technology], identifying its advances toward making it effective in the institution. The goal of this paper is to present the results attained through the Monitor Program relating it to the process of teaching and learning. For this, this document presents the historical trajectory of Monitoring in Brazil, showing how the process of its implantation and development took place at the IFCE, specifically in the Mathematics Teaching Program of the Canindé campus. This analysis takes place through a comparison between those who passed and failed identified in the school periods which happened before the implantation of the monitoring program and the periods after its implantation.It is a case study which was guided by bibliographic and documental analysis. Both give basis for the theoretical referential of the theme at issue. In this perspective, it was necessary to answer the following question: how did the process of implantation of the Monitor Program take place at the IFCE, with emphasis on the Mathematics Teaching Program on the Canindé campus? The analysis of this question translates the general objective of this research, the specific goals of which are: narrate about the historic trajectory of the Monitor Program in Brazil; present how the IFCE carries out the Monitor Program and, finally, analyze its advances and contributions in it becoming effective considering as the main presuppositions the quality of the process of teaching and learning, the incentive for teaching formation which stimulates the critical formation of knowledge specific to teaching and the arousing of interest of the students through the Program.Initially a brief explanation is given about the trajectory of the Monitor Program in Brazil. Following we deal with the implantation of this Program with a local focus contextualizing it as a program which aims to contribute to the success of student learning. Finally, based on the prior topic, an analysis is carried out about the development of the Program in the program [Teaching Mathematics program] being investigated, presenting its results and making an analysis of these data. In this way, with this study, one visualizes making possible a better comprehension and reflection about the Monitor Program as being a program which stimulates students to remain in the institution, and consequently, their success in the formative process.
