2021-03-042021-03-042016-06SOUZA, Renato Oliveira de; NERY, Vitor Sousa Cunha. Formação para docência no ensino superior: estudos sobre os saberes docentes e os programas de monitoria. Margens, online, v. 10, n. 14, p. 75-94, jun. 2016. DOI: http://dx.doi.org/10.18542/rmi.v10i14.4250. Disponível em: http://repositorio.ufpa.br/jspui/handle/2011/12934. Acesso em:.1982-5374https://repositorio.ufpa.br/handle/2011/12934The present work aims to make a diagnosis of the scientific-academic productions, starting from thematic axes such as: Teaching Knowledge, Monitoring and Teacher Training for Higher Education. In order to do so, a bibliographical research of the productions of theses and dissertations elaborated in the period from 2006 to 2014 was systematized, in order to establish the State of the Art of these productions and, thus, to balance them according to their temporal, spatial and Theoretical. The body of work is divided into two main chapters; The first one deals with the conceptual and formative aspects of the Teaching Knowledge according to renowned authors in the area, and then presents the conceptual, historical and legal aspects of Academic Monitoring, alluding to the trajectory and transformations of monitoring throughout Brazilian history; The second chapter presents a diagnosis of the productions of theses and dissertations elaborated in Brazil, followed by their analysis. The results evidenced that there are few methodological and reference variants in the productions, but they present a great gap in the production works with the aggregation of the mentioned themes, since only one paper presents in its research the three thematic axes. In the face of everything, it is concluded that there are few productions with the aforementioned themes, perhaps due to lack of interest or information, pointing to the non-recognition of the educational potential of the monitoring activities.Acesso Abertohttp://creativecommons.org/licenses/by-nc-nd/3.0/br/MonitoriaFormação docenteEnsino superiorMonitoringTeacher trainingHigher educationArtigo de Periódico10.18542/rmi.v10i14.4250