Equiparação de atividade de monitoria acadêmica da disciplina: Introdução à Engenharia de Pesca

Abstract

The Bachelor's Degree in Fisheries Engineering at the Rural University of Pernambuco - UFRPE, was the pioneer in Latin America. This story started with the dream of a rector, Professor Adierson Erasmo de Azevedo, who recorded: “In 1969, I won the Rectorate of the Federal Rural University of Pernambuco. In my inaugural speech, I introduced the dogma of interiorization with the phrase: The Walk Following the Sun. in Fisheries Engineering.” In 1970, the course was approved at a meeting of the UFRPE Teaching and Research Council through Resolution 12-A / 70. The first class started classes in 1971 and in 1974 their members graduated with a degree and received the title of Fisheries Engineer. In 1983, Fisheries Engineering began to participate in the CONFEA / CREAS system. The achievements were adding up and, in 2004, the course received a maximum grade of 5 in the National Student Performance Exam (Enade), instituted by the National Higher Education Assessment System (Sinaes). In these 50 years, the course has served as a model for other institutions and is of great value for the training of professionals. The Introduction to Fisheries Engineering discipline, with a workload of 45 hours, is extremely important in the formation of the future professional, being taught right in the 1st period of graduation, giving the student a general and panoramic view of the course. The monitoring program that follows Resolution No. 262/2001 PREG, regulates all standards to be observed by teachers and students, from the role of the advisor and the obligations of the monitor (a). One of the objectives of academic monitoring is to awaken a taste for the teaching career, having as main teaching methodology the interaction of students in the classroom with open expository classes, group dynamics and extra-class activities, motivating the interaction of all students of the discipline Introduction Fisheries Engineering. The results of the monitoring were expressed in student / monitor evaluation questionnaires at the end of each experience with positive responses to the work performed by the monitor.