University teaching and learning of engineering student monitors

Abstract

Research with the objective of analyzing learning processes that are developed by monitors students studying calculus and analytical geometry in engineering courses and how these processes can enhance the constitution of university teaching from the perspective of historical-cultural theory. The data was produced through the application of questionnaires to students. The analyses indicated that the monitors reproduce the same class models as their teachers, that the main methodology used is still solving exercises, and that the didactic choices of both teachers and monitors are not well-founded and do not promote conceptual understanding. Fragilities in the integration between Basic and Higher Education are also analyzed, as well as failure of diagnoses to enhance teaching planning. All of these factors harm the development of teachers and students. The research proposes that training spaces be created suitable for learning and developmental didactics, as well as greater appreciation of monitoring.