<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712021000400411</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.supl.1-20210136</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mentoria durante pandemia: um ambiente de acolhimento, pertencimento e humanização para primeiranistas]]></article-title>
<article-title xml:lang="en"><![CDATA[Mentoring during the pandemic: a welcoming environment of belonging and humanization for first-year students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Vanessa dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palhares Neto]]></surname>
<given-names><![CDATA[Aristides Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alencar]]></surname>
<given-names><![CDATA[Rubia de Aguiar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romanholi]]></surname>
<given-names><![CDATA[Renata Maria Zanardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Maria Cristina Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caramori]]></surname>
<given-names><![CDATA[Jacqueline Costa Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Botucatu São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000400411&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000400411&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000400411&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: O Programa de Mentoria da FMB foi construído coletivamente durante os anos 2018-2019, com assessoria externa e amplo apoio institucional. O sofrimento psíquico dos alunos de graduação nas áreas da saúde, já descrito na literatura, intensificou-se com a pandemia da Covid-19, fortalecendo a necessidade do programa para os primeiranistas dos cursos de Enfermagem e Medicina.  Relato de experiência: Foram realizadas oficinas para formação do grupo gestor do programa e do grupo de mentores. Em agosto de 2020, após divulgação entre representantes e conselhos, a Oficina de Sensibilização com os primeiranistas teve grande adesão. A construção de um ambiente virtual caloroso, leve e lúdico foi prioridade do grupo, assim os mentores foram apresentados aos alunos, e estes receberam o convite para ingresso ao programa. Os alunos declararam suas preferências por seus mentores em questionário que ficou aberto por duas semanas. Formaram-se grupos foram que se encontraram ao menos mensalmente, para que pudessem construir ambientes de acolhimento e afetividade, e discutir temas de interesse e escolha dos alunos. O grupo gestor se reúne com mentores bimestralmente, de modo a priorizar espaços de trocas e compartilhamento das vivências, dos desafios e das superações, e construir um ambiente colaborativo de aprendizado mútuo. Na Enfermagem, a adesão dos alunos foi de 100%, e na Medicina, de 85%. As avaliações dos alunos sobre o programa foram muito positivas.  Discussão: O programa propiciou ambiente de diálogo sobre a saúde física e mental, gestão do tempo e atividades acadêmicas, como iniciação científica e extensão universitária. Mentores, mentorados, grupo gestor e instituição vivenciaram momentos de construção de vínculo afetivo e ambiente colaborativo.  Conclusão:  O programa conseguiu ter visibilidade entre alunos, professores e profissionais, e está conseguindo se firmar como estratégia para resgatar a afetividade e humanizar as relações na instituição, num momento de tantas inseguranças, sofrimentos e desafios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: The FMB Mentoring Program was built collectively between 2018/19, with external advisory and institutional support. Mental suffering among undergraduate students in the health area is well known, but became more intense with the onset of the Covid-19 pandemic, and programs like mentoring have been especially necessary for first-year students.  Experience Report: Workshops were held to create the program steering group and mentoring team. In August 2021, once the program had been presented to representatives and boards, the Awareness Raising Workshop was conducted with high student participation. The group prioritized the construction of a warm, light-hearted and playful virtual environment, and the mentors were introduced to the students in this vein, who in turn received the invitation to join the program. The students named their preferred mentors in a questionnaire that remained available for two weeks. The groups were formed and met at least once a month in a welcoming and affectionate setting to discuss issues of interest to and chosen by the students. The steering group meets with the mentors every two months, focusing on spaces for exchange and sharing of experiences: challenges faced and overcome, and building a collaborative environment of mutual learning. In Nursing, 100% of the students joined the program, and in Medicine, 85%. The student assessments of the program were very positive.  Discussion: The program provided an environment of dialogue in mental and physical health, time management, and academic activities such as scientific initiation and university extension. Mentors, mentees, the steering group and institutional coordinators experienced moments of caring, collaboration and affection.  Conclusion: The mentoring program attained visibility among students, teachers and professionals and is becoming established as a strategy to retrieve the caring and humanistic aspects of relations in the institution at a time of such uncertainty, suffering and challenges.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mentoria]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[Acolhimento]]></kwd>
<kwd lng="en"><![CDATA[Mentoring]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[Welcoming]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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