It is a descriptive and qualitative action research, done in Araguaína-TO, which reports the
author's experience as a tutor for an institutional program locally named Programa de Apoio
ao Discente Ingressante (PADI) in the second semester of 2019, in a discipline of English
Language from the initial periods of the Licensing Degree in Language Arts in the Federal
University of Tocantins. The object of research is the contributions of the student-tutor /
monitor in the mediation of the learning process in English Language, by wondering about
possibilities of reaching self-directed learning. Through a questionnaire, by activities,
observation, dialogues and inquiries, the learning difficulties faced by students assisted by
tutoring were raised in order to guide the planning of classes and program activities, as well as
allowing self-reflection on teaching practice. It is also reported the experience and
responsibilities triggered from the pre-exercise of teaching in planning and conducting
expository classes in a specific teaching planning model, by using authentic and low-cost
didactic resources, in order to minimize learning difficulties, as well as aiming to reduce the
disapprobation and dropout rate of specific English minors in the Language Arts. At the end, a
reflective self-critical report of the practice of pre-teaching is exposed, as well as possibilities
for referrals.
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