ANALYSIS OF THE EFFECTIVENESS OF THE MONITORING PROGRAM IN THE CHEMISTRY COURSE: AN EVOLUTIONARY PERSPECTIVE

Abstract

This study presents an analysis of the tutoring (monitoring) program in the Chemistry Teacher Education (Licentiate) course at a large university in the city of Curitiba, PR. The research was guided by the following question: how does the tutoring program in the Chemistry Teacher Education course, in the distance education (EAD) modality, contribute to improving students’ academic performance and optimizing the support provided for their questions and pedagogical needs? The objective is to analyze the effectiveness of the tutoring program in distance Chemistry Teacher Education courses at the university. The tutoring program in this institution, recently implemented in this modality, aims to promote greater student engagement and enhance the training process. The theoretical framework is based on authors such as Cunha Júnior (2015), Demelash, Andargie and Belachew (2024), Lima and Sousa (2023), Pereira (2023), Sousa et al. (2019), and Zingra et al. (2018). This is a qualitative study, using a methodological procedure of the experience report type. The analysis was based on final reports from the years 2024 and 2025, each year involving a different tutor. The criteria for analysis focused on the organization and evolution of tutoring practices, student performance, and the reduction of inquiries via the “Contact Us” channel. The results indicate that tutoring in the distance Chemistry Teacher Education course has not only been consolidated as a positive and indispensable practice in the teaching and learning process, but has also shown significant progress in its effectiveness.