COMPLEX THINKING AND TEACHING IN CONSTRUCTION: VOLUNTARY TUTORING AS A PRACTICE OF KNOWLEDGE INTEGRATION

Abstract

This article presents an experience report on voluntary tutoring in the English Language I (Língua Inglesa I) course offered at a federal public university in southern Brazil. The aim was to analyze how the practice of pedagogical monitoring contributed to the teacher training of the undergraduate student involved and to the professor's reflection on her own teaching practice. The methodology consisted of participant observation and reflective records, developed in a context marked by students’ age, socioeconomic, and academic heterogeneity. The results show that tutoring functioned as a hybrid training space, articulating pedagogical, affective, and cultural dimensions. It is concluded that the experience transcends technical support, constituting a situated and collaborative practice capable of strengthening both the identity of teachers in training and reflection on professional practice. Limitations related to the duration of the experience and the specific context of the course are acknowledged, which restricts the generalization of the results but does not diminish their relevance as a formative experience.