A monitoria em escolas estaduais paranaenses: aportes para uma formação filosófica e crítica

Abstract

The practice of tutoring has been occurring in Higher Education for some time, and some studies have shown it to be successful practice. In Secondary Education, the encouragement of the existence and development of student tutors is more recent, so there is still a groping process regarding how this action should occur in schools. Considering the need for support and guidance from teachers, this research aims to provide students participating in the Student Tutor Program with conceptual and theoretical support from Philosophy, in order to better prepare them to perform the role of student tutors in a secondary school in Paraná. It is understood that Philosophy possesses a rich theoretical contribution to broaden students' knowledge and make them more critical in the practice of tutoring. Furthermore, concepts such as Vygotsky's Zone of Proximal Development (ZPD) and Historical-Critical Pedagogy (HCP) underpin a discussion regarding the importance of developing students in various aspects, especially in their autonomy in the pursuit of knowledge. In this vein, a descriptive qualitative methodology was adopted, offering a human and philosophical education. Moreover, this study employed bibliographic research and systematic mapping to understand the materials already developed around the researched topic. The results obtained point to a broadening of the student monitors' vision regarding the importance of knowledge acquisition and, especially, self-care and care for others. Nevertheless, the training provided to these students can, in other educational contexts, provide support for awareness of the importance of content acquisition and, consequently, enable the development of student protagonism in the educational environment.