Monitoring is a pedagogical support service offered to students interested in deepening
content and solving difficulties in relation to the subject worked in the classroom. In this
context, in the present work, we aimed to analyze the learning gains for students of the
biology course in the biochemistry discipline. The methodological approach was a qualitative
study, where, collected data were subjected to content analysis using the categorical analysis
technique. A questionnaire was applied digitally, using the Google forms platform, to
monitored students at the Federal University of North Tocantins (UFNT) of the Biology
course, enrolled in the period 2019/1, 2019/2 and 2021/1. The results showed that monitoring
has great potential, when applied with determination and strategy, being able to meet different
needs, going beyond a mere space for clearing up doubts, thus reaching pedagogical
dimensions, helping the participating students to study with greater organization, understand
their difficulties and take an active stance in the search for knowledge. Thus, it was noted that
the monitored students converge on the relevance of monitoring for their learning, attributing,
above all, the applied language, the monitor's commitment and the methodologies carried out
as the main contributors to its effectiveness
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