{"id":2200,"date":"2026-10-07T21:39:36","date_gmt":"2026-10-08T00:39:36","guid":{"rendered":"https:\/\/requalify.ai\/?p=2200"},"modified":"2026-10-07T21:39:37","modified_gmt":"2026-10-08T00:39:37","slug":"a-monitoria-e-sua-contribuicao-para-o-desenvolvimento-integral-dos-estudantes","status":"publish","type":"post","link":"https:\/\/requalify.ai\/en\/a-monitoria-e-sua-contribuicao-para-o-desenvolvimento-integral-dos-estudantes\/","title":{"rendered":"Tutoring and its contribution to the holistic development of students."},"content":{"rendered":"

Our goal in this section is to contribute to learning about the different uses of Requalify in research, especially in the areas of health and education. On this occasion, we will address the role of tutoring as a protective factor for the mental health and holistic development of university students.<\/p>\n\n\n\n

The article is accompanied by a brief reflective reading guide and corresponding commented answers, with the aim of guiding the analysis of the texts and broadening the understanding of the theme, the methodological choices, and the different possibilities for applying the Requalify software.<\/p>\n\n\n\n

\"Monitoria\"<\/figure>\n\n\n\n

Da Costa, PIP, Paix\u00e3o, HNC, da Cunha, RCA, de Faria, MRGV, Tomaz, RSR, & Pitanga, AV (2025). The practice of tutoring as a protective factor for the health and integral development of the student: an experience report from teachers.\u00a0Proceedings of the Seminar on Updating Teaching Practices,<\/em>\u00a07(2), 1-9. https:\/\/anais.unievangelica.edu.br\/index.php\/praticasdocentes\/article\/view\/15448<\/a><\/p>\n\n\n\n

Summary<\/h2>\n\n\n\n

This article presents an experience report that addresses, from a qualitative and descriptive perspective, the tutoring activities in the Psychology course at UniEVANG\u00c9LICA University as a protective factor for the integral development of students. Data were collected from observations and oral reports from professors in the tutoring program. The authors used the Requalify software for data analysis. It is concluded that tutoring activities contribute to the development of self-efficacy, empathy, and socio-emotional skills.<\/p>\n\n\n\n

1. What is the topic of the article? How is the choice of topic justified?<\/h2>\n\n\n\n

This article presents an account of experiences with tutoring activities in the Psychology course at UniEVANG\u00c9LICA. It argues that tutoring not only functions as a teaching and pedagogical activity for the student, but also contributes to the development of competencies that impact the students' overall development. Furthermore, the study is justified by the fact that the university environment is characterized as stressful due to academic demands; thus, the authors argue that the university should promote not only technical knowledge, but also contribute to strengthening the mental health and well-being of its members. In this sense, research indicates that tutoring enables the creation of support networks and mobilizes personal and interpersonal resources that function as strategies for dealing with risky situations.<\/p>\n\n\n\n

Thus, the question that guides the study is the following: \u201cwhat positive aspects can be observed in the personal and academic development of the student who experiences tutoring? How to evaluate the impacts of this experience on their formative process and on their mental health? To what extent is this experience important for the student's integral development?\u201d (p.3).<\/p>\n\n\n\n

2. What are the objectives of the study?<\/h2>\n\n\n\n

The aim of this study is to describe professors' perceptions of students' experiences in tutoring activities in the Psychology course at UniEVANG\u00c9LICA. It is important to note that, although the study focuses on students' experiences, the data were produced from the perceptions and reports of the professors.<\/p>\n\n\n\n

3. What is the methodological design of the study?<\/h2>\n\n\n\n

This study is characterized as an experience report, with a qualitative and descriptive approach. The data sources used were oral accounts, exchanges of experiences, and meetings of professors who participated in the tutoring program at UniEVANG\u00c9LICA University during the second semester of 2024 and the first semester of 2025.<\/p>\n\n\n\n

4. How did the authors analyze the data produced?<\/h2>\n\n\n\n

The reports and records produced during the activities were organized and subsequently analyzed with the support of... Requalify.<\/a> The resources used by the researchers were word clouds, as well as the classification of sentiments and frequencies associated with certain words. Finally, tags and their conceptual definitions were used based on the reading and organization of the material.<\/p>\n\n\n\n

5. <\/strong>What are the main results or categories found?<\/h2>\n\n\n\n

First, using the word cloud tool, the most frequently occurring terms in the teachers' discourse were "tutoring" and "experience." Next, the terms "professor" and "academic" stood out, followed by "responsibility" and "sensitivity." The sentiments identified in the accounts were classified as positive in 73,30% of the cases, suggesting a predominantly positive perception among teachers regarding their experiences in tutoring activities, associated with experiences of commitment, sensitivity, and professional development.<\/p>\n\n\n\n

On the other hand, 4 tags related to: were identified.<\/p>\n\n\n\n

Enhancing Clinical Teaching Skills<\/strong>This refers to the development of skills generally associated with teaching activities, in which theoretical and practical mastery contributes to self-efficacy and the ability to position oneself in discussions of clinical cases.<\/p>\n\n\n\n

Valuing Mentoring and Professional Development:<\/strong> This category is associated with professional development through mentoring as a training environment.<\/p>\n\n\n\n

Participation and Ethical Conduct of Monitors:<\/strong> This category encompasses the relationship established in the mentoring environment, characterized by empathy, interpersonal skills, and collaboration. These aspects significantly contributed to learning and the creation of a welcoming environment.<\/p>\n\n\n\n

Commitment and Contribution of the Monitors:<\/strong> This category relates to the monitors' performance, characterized by their responsibility and commitment to the teaching-learning process, with positive impacts on the experience of other students.<\/p>\n\n\n\n

These results allowed us to understand that mentoring spaces enable the development of student autonomy, socio-emotional skills, and a sense of responsibility. Furthermore, they play a fundamental role in the relationship between teachers and students, reducing distances and allowing for greater student protagonism. In turn, the learning process has an affective component, promoting spaces for listening and cooperation, since the mentors act as support for the students and are closer to them, favoring better academic performance.<\/p>\n\n\n\n

6. What are the main conclusions and recommendations presented by the authors?<\/h2>\n\n\n\n

The authors highlight the importance of giving greater visibility to the mentoring program within the institution, as well as training mentors in teamwork, conflict mediation, and active listening.<\/p>\n\n\n\n

GETTING TO KNOW THE AUTHORS<\/h2>\n\n\n\n

Pedro Igor Pereira da Costa<\/strong>. <\/p>\n\n\n\n

Graduated and licensed in Psychology from the Pontifical Catholic University of Goi\u00e1s (2021). Master's student in Psychology at the Pontifical Catholic University of Goi\u00e1s (2024). Specialist in Applied Behavior Analysis from the Institute of Postgraduate and Undergraduate Studies (2023). Member of the Research Group in Health Assessment and Intervention (GPAIS). Has experience in the areas of Clinical Psychology, Social and Health Psychology, with emphasis on ASD, Adolescence, Mindfulness, Positive Psychology, Group Processes and Group Psychotherapy. (Information obtained from ORCID) https:\/\/orcid.org\/0009-0002-3744-1291<\/a>).<\/p>\n\n\n\n

Heren Nepomuceno Costa Paix\u00e3o<\/strong>. <\/p>\n\n\n\n

Psychologist and Pedagogue, with a master's and doctorate in Psychology. She has over 15 years of experience as a lecturer in undergraduate (face-to-face and distance learning) and postgraduate (face-to-face and distance learning) programs, and over 6 years of experience coordinating undergraduate courses. (Information obtained from the Lattes curriculum) http:\/\/lattes.cnpq.br\/5652455421059861<\/a>).<\/p>\n\n\n\n

Regina C\u00e9lia Alves da Cunha. <\/strong><\/p>\n\n\n\n

Master's degree, Evangelical University of Goi\u00e1s, Unievang\u00e9lica,<\/p>\n\n\n\n

Margareth Regina Gomes Ver\u00edssimo de Faria.<\/strong> <\/p>\n\n\n\n

Graduated in Psychology from the Pontifical Catholic University of Goi\u00e1s (2004), Master's degree in Psychology from the Pontifical Catholic University of Goi\u00e1s (2007), PhD in Psychology from the Pontifical Catholic University of Goi\u00e1s (2015), and Post-doctoral studies in Psychology at USP Ribeir\u00e3o Preto (2017). Currently, she is a Full-Time Collaborating Professor, working in the Undergraduate and Graduate Psychology Programs (PSSP) at the Pontifical Catholic University of Goi\u00e1s. (Information obtained from the Lattes curriculum) http:\/\/lattes.cnpq.br\/0726485527435503<\/a>).<\/p>\n\n\n\n

Renata Silva Rosa Tomaz<\/strong>. <\/p>\n\n\n\n

Master's degree, Evangelical University of Goi\u00e1s<\/p>\n\n\n\n

Artur Vandr\u00e9 Pitanga.<\/strong> <\/p>\n\n\n\n

Doctor of Clinical Psychology from the Pontifical Catholic University of Goi\u00e1s \u2013 PUC-GO (2016). Master's degree in Clinical Psychology from PUC-GO (2009). Bachelor's degree in Psychology from PUC-GO (2006). Post-doctoral researcher in Psychology at PUC-GO. Works as a university professor in undergraduate and graduate Psychology courses. (Information obtained from the Lattes curriculum) http:\/\/lattes.cnpq.br\/7255142029443745<\/a>).<\/p>\n\n\n\n

<\/p>\n\n\n\n