<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022011000200009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A eficácia da mentoria escolar na promoção do desenvolvimento socioemocional e instrumental de jovens]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simões]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alarcão]]></surname>
<given-names><![CDATA[Madalena]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Universidade de Coimbra  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2011</year>
</pub-date>
<volume>37</volume>
<numero>02</numero>
<fpage>339</fpage>
<lpage>354</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022011000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022011000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022011000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente artigo constitui uma revisão da literatura acerca da eficácia dos programas de mentoria escolar na promoção do desenvolvimento socioemocional e instrumental de jovens. Para tal, procedeu-se a uma comparação entre as investigações empíricas mais significativas sobre o assunto. A partir dessa análise, é possível verificar que os resultados atribuídos a programas de mentoria são contraditórios e, tendencialmente, de magnitude reduzida. Diversas fragilidades metodológicas parecem afectar os resultados obtidos na maior parte dos trabalhos avaliados, entre as quais se destacam o tamanho reduzido das amostras e a inexistência de controlo experimental da variabilidade inerente aos sujeitos. A par das limitações metodológicas, a revisão de literatura efectuada permitiu ainda identificar variações importantes na estruturação dos próprios programas de mentoria escolar e uma ponderação inconsistente de variáveis definidoras de boas práticas. Todos esses factores parecem dificultar a obtenção de conclusões sólidas sobre a eficácia desse tipo de intervenção em meio escolar. A realização de mais estudos, com poder inferencial, sobre programas bem estruturados, um maior cuidado na definição dos planos de investigação e a consideração do professor como figura habilitada ao desempenho cumulativo das funções de mentor, ao contrário do que sucede em programas desenvolvidos em países anglo-saxónicos, são algumas das recomendações a seguir em futuras investigações sobre essa temática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The present article is a survey of the literature on the effectiveness of school mentoring programs in promoting the socioemotional and instrumental development of youngsters. It starts with a comparison between the most significant empirical investigations on the subject. From such analysis it is possible to observe that the results attributed to mentoring programs are contradictory and tend to be of reduced magnitude. Various methodological weaknesses seem to affect the results obtained in the majority of the works analyzed, amongst which the reduced size of samples and the lack of experimental control of the inherent variability of the subjects. Alongside these methodological limitations, the literature survey carried out here also allowed to identify important variations in the structure of the school mentoring programs, and an uneven weighing of the parameters defining good practices. All these factors seem to make it difficult to obtain solid results about the effectiveness of the kind of school intervention. The recommendations made here for future investigations on this theme include conducting more studies with inferential power about well-structured programs, a greater care in the definition of investigation plans, and the consideration of the teacher as a figure capable of accumulating the function of mentor, contrary to what happens in programs developed in Anglo-Saxon countries.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mentoria Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Socioemocional]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Instrumental]]></kwd>
<kwd lng="pt"><![CDATA[Eficácia]]></kwd>
<kwd lng="en"><![CDATA[School Mentoring]]></kwd>
<kwd lng="en"><![CDATA[Socioemotional Development]]></kwd>
<kwd lng="en"><![CDATA[Instrumental Development]]></kwd>
<kwd lng="en"><![CDATA[Effectiveness]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A efic&aacute;cia da mentoria  escolar na promo&ccedil;&atilde;o do desenvolvimento socioemocional e instrumental de jovens.</h2> <h3>The effectiveness of school mentoring in promoting the socioemotional  and instrumental development of youngsters.</h3>     <p>&nbsp;</p> <h4>Francisco Sim&otilde;es; Madalena  Alarc&atilde;o    <br> </h4> </font>      ]]></body><back>
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