A monitoria como trabalho colaborativo: uma experiência no contexto de uma escola pública no pós-pandemia

Abstract

Since the beginning of the COVID-19 pandemic in 2020, schools have faced a series of challenges stemming from the consequences of the pandemic. The temporary or partial closure of educational institutions as a containment measure for the virus has led to significant disruptions in in-person education, impacting students' learning and their social and emotional development. The transition to remote learning has highlighted disparities in access to technology and the internet, exacerbating educational inequalities. Achieving full recovery will require ongoing efforts to mitigate the negative effects and adapt educational practices to ever-evolving circumstances. In this context, this work is a proposal grounded in concrete experience within the context of a public school in the metropolitan region of Rio de Janeiro. The idea is to build actions based on mentorships for high school students with the aim of gradually alleviating the difficulties encountered in the teaching and learning process of Mathematics. The steps in the development and realization of an initial mentoring proposal are described, and from this experience, a support material is developed for this type of activity, serving as inspiration to create advocates for this initiative. ENEM questions and problem-solving are utilized as approaches throughout the process, rooted in discussions that began with Pólya and continued with authors like Onuchic and Allevato, evolving with new adaptations as new scenarios are considered. This text reflects more than qualitative action research based on a case study; it is an invitation to effective action in building a school project that we aspire to create based on the reality we face.