Programa de monitoria : uma análise sobre as implicações do atendimento híbrido em uma instituição de ensino superior

Abstract

This study had the aim to understand the perceptions of the professors, teaching assistants and students of the hybrid model of the Teaching Assistant Program of the Calculus - Limits and Derivatives subject in a HEI in the metropolitan area of Porto Alegre, RS. The subjects of the research were the professors, teaching assistants and students directly involved in the Teaching Assistant Program. Semi-structured interviews were used as data collection instrument. Analysis of the collected data was performed by Textual Discourse Analysis (Moraes; Galiazzi, 2020). Four final categories emerged from the data analysis, namely: flexibilities in the Teaching Assistant Program with hybrid model; implications for teaching and learning in the Teaching Assistant Program; interpersonal relationship involving the Teaching Assistant Program and technological resources in the Teaching Assistant Program. It was observed that the hybrid model provided greater flexibility in the Teaching Assistant Program, which enabled the appointments to occur in diverse time and premises. Additionally, it made possible that students from the campi received help and participated in the Program as Teaching Assistants, being able to benefit from a paid Teaching Assistant position. There was evidence that the teaching assistant plays a supporting role to the professor, in a way that students are able to clarify their doubts in outside the classroom moments, establishing opportunities for collaborative learning. However, in order to have this learning process going on, it is crucial that the student is committed, independent, responsible and interested in his/her own academic development. It was observed that the low scores in math in Basic Education present a negative impact in academic progress, which makes the teaching assistant’s help necessary for review of propaedeutic concepts. It was stated the relevance of technological resources available in the Teaching Assistant Program for the hybrid model. The use of an instant messaging app made the teaching assistants-students interaction process more dynamic, while digital resources such as Jamboard, Paint and OneNote improved the quality of the teaching assistants’ help.