Processos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCar

Abstract

The research, qualitative in nature, is a case study, whose overall objective was to identify and analyze the processes of becoming a mentor of an experienced teacher who was a participant in a hybrid mentoring program. To do so, it was necessary to undertake an investigation project that culminated in the following research question: How were the processes of becoming a mentor of an experienced teacher who participated in a hybrid mentoring program constructed/constituted? To try to answer the question, three specific objectives were constructed that could guide the research to understand the construction and constitution of such processes. Namely, they were: i. To identify and analyze the processes related to changes in professional identity from teacher/coordinator to mentor; ii. To identify and analyze the processes related to the construction of the knowledge base for mentoring; iii. To verify the contributions of the participation of the mentor in the HMP for her professional performance. In view of these objectives, it was essential to seek information that could provide elements that would contribute to the understanding that the research is questioned and, for this, the documents written by the participant throughout her participation in the program were used. The documents were the letter written to herself, relating the journey experienced in the Hybrid Mentoring Program (HMP), the choices made, the challenges, the tensions, the learning acquired; the Mentoring Diary, between the years 2018 and 2020, whose purpose was to record the accompaniment to the beginning teacher and propitiate the mentor to reflect on the actions of the beginning teachers (BT), as well as on her own interventions in mentoring; The Annual Reports sent to FAPESP (2018-2019; 2019-2020; 2020-2021); the Discussion Forum (2019) held with the group of mentors and researchers; the Mentoring Balances, proposed at the end of each semester and the Training Modules for mentoring. Through the reading, analysis, and interpretation of the data presented in the documents, determinant elements were identified for the discussion of the results that helped in the elaboration of four axes of analysis, namely: Image of being a mentor; Tensions; Elements of the knowledge base for mentoring; and Contributions to teaching practice as a trainer. The results brought important indications about the construction and constitution of the processes of becoming a mentor of the participant, through exercises of reflection of the practices that were practiced and that could be improved; elements of the knowledge base for mentoring, such as the sensitive and empathetic listening of the mentor who tried to understand the formative needs of the beginning teachers, in an attempt to provide strategies that could promote their professional autonomy. In addition, the HMP provided a space for training and support for the consolidation of her work as a mentor, as well as the collaboration of the fellow mentors, a support network that was essential for the professional development as a mentor/trainer, thus elaborating a possible identity as a mentor.