The article is the result of research on higher education in the context of the teaching incentive
program (monitoring), resulting from understanding and intervention through activities, techniques and
methodologies designed from the Theory of Meaningful Learning by David Paul Ausubel and Joseph
Donald Novak applied in the Consumer Relations Law II class of the Law course at the Federal
University of Pará. The present work aims to demonstrate the importance of monitoring in the
teaching-learning relationship in view of the application of activities and plans guided by the cognitive
valuation model with the aim of overcoming circumstantial, specific or intrinsic obstacles to the
educational activity. Throughout the article it is shown that monitoring has its own functions, and must
combat purely arbitrary knowledge, proposing knowledge and activities endowed with significant
capacity, based on the student's prior knowledge to then intervene and consolidate, or expand this
preexisting knowledge. The method that guided this work was action research through a qualitative
approach. At the end and throughout the process of this research, optimistic results were obtained, as
the methodology provided students with self-reflection, significant assimilation of new knowledge and
appreciation of reality through the acquired knowledge. It is argued, in conclusion, that it is essential to
offer students a solid teaching methodology, which should be thought based on the student, through
him and for him.
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