<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000200828</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.077.ao01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A monitoria nos institutos federais: concepções de estudantes e docentes do ensino médio integrado]]></article-title>
<article-title xml:lang="en"><![CDATA[Monitoring in federal institutes: conceptions of integrated high school students and teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lemos]]></surname>
<given-names><![CDATA[Rosiane Borges de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanavria]]></surname>
<given-names><![CDATA[Claudio Zarate]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul (UFMS)  ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Mato Grosso do Sul (IFMS)  ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>77</numero>
<fpage>828</fpage>
<lpage>843</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000200828&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000200828&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000200828&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo aborda as concepções de estudantes monitores e docentes orientadores de um instituto federal, visando conhecer a monitoria pelos olhos daqueles que a vivenciam, ou, melhor, desvelar o que eles entendem sobre a monitoria, como são desenvolvidas as atividades, as motivações para participar, as contribuições oferecidas e as formas de divulgação do programa. Por meio de uma pesquisa qualitativa de natureza descritivo-explicativa, os dados foram coletados por meio de entrevista e analisados a partir da perspectiva da análise de conteúdo. Os dados evidenciam que a maioria dos participantes entende a monitoria como um instrumento de ajuda que beneficia alguns atores. Para muitos, essa ajuda significa &#8220;tirar dúvidas&#8221; dos demais estudantes. Compreendem ainda que o único objetivo do programa é prestar apoio ao aprendizado do estudante, não percebendo a monitoria como possibilidade de atividade extracurricular que colabore com a formação plena dos estudantes monitores. Conclui-se que, não basta aos atores saber da existência da monitoria, é preciso também conhecer os benefícios, as possibilidades oferecidas, e entendê-la como um importante instrumento de apoio ao ensino, à aprendizagem, à permanência e ao êxito. Logo, além de implementar um programa, é preciso acompanhá-lo, divulgá-lo, avaliá-lo e discutir sobre ele reflexivamente, dada a sua importância para a Educação Profissional e Tecnológica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper discusses the conceptions of student monitors and teachers advisors of a federal institute, aiming to know monitoring through the eyes of those who experience it, or rather, to reveal what they understand about monitoring, how activities are developed, motivations to participate, the contributions offered and the ways of disseminating the program. Through a qualitative research of an explanatory descriptive nature, data were collected through interviews and analyzed from the perspective of content analysis. The data show that most participants understand monitoring as a help instrument that benefits some actors. For many, this help means &#8220;resolving doubts&#8221; from other students. They also understand that the only objective of the program is to support student learning, not perceiving monitoring as a possibility of extracurricular activity that collaborates with the full training of student monitors. It is concluded that it is not enough for actors to know about the existence of monitoring. It is also necessary to know the benefits, the possibilities offered, and understand it as an important instrument to support teaching, learning, permanence and success. Therefore, in addition to implementing a program, it is necessary to monitor it, disseminate it, evaluate it and discuss it reflexively, given its importance for Professional and Technological Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo discute las concepciones de estudiantes monitores y docentes asesores de un instituto federal, con el objetivo de conocer el monitoreo a través de los ojos de quienes lo experimentan, o más bien, revelar lo que entienden sobre el monitoreo, cómo se desarrollan las actividades, las motivaciones para participar, las las contribuciones ofrecidas y las formas de difusión del programa. A través de una investigación cualitativa de carácter descriptivo explicativo, los datos fueron recolectados a través de entrevistas y analizados desde la perspectiva del análisis de contenido. Los datos muestran que la mayoría de los participantes entienden el monitoreo como un instrumento de ayuda que beneficia a algunos actores. Para muchos, esta ayuda significa &#8220;resolver dudas&#8221; de otros alumnos. También entienden que el único objetivo del programa es apoyar el aprendizaje de los alumnos, no percibiendo el seguimiento como una posibilidad de actividad extraescolar que colabora con la formación integral de los alumnos monitores. Se concluye que no es suficiente que los actores conozcan la existencia de monitoreo. También es necesario conocer los beneficios, las posibilidades que ofrece y entenderlo como un importante instrumento de apoyo a la enseñanza, el aprendizaje, la permanencia y el éxito. Por lo tanto, además de implementar un programa, es necesario monitorearlo, difundirlo, evaluarlo y discutirlo reflexivamente, dada su importancia para la Educación Profesional y Tecnológica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Evasão escolar]]></kwd>
<kwd lng="pt"><![CDATA[Permanência e êxito]]></kwd>
<kwd lng="pt"><![CDATA[Educação Profissional e Tecnológica]]></kwd>
<kwd lng="en"><![CDATA[School dropout]]></kwd>
<kwd lng="en"><![CDATA[Permanence and success]]></kwd>
<kwd lng="en"><![CDATA[Professional and Technological Education]]></kwd>
<kwd lng="es"><![CDATA[Abandono de escuela]]></kwd>
<kwd lng="es"><![CDATA[Permanencia y éxito]]></kwd>
<kwd lng="es"><![CDATA[Educación Profesional y Tecnológica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
