<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092018000200330</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.13i2.0005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A constru&#231;&#227;o da identidade de uma mentora: o Programa de Forma&#231;&#227;o Online de Mentores em foco]]></article-title>
<article-title xml:lang="en"><![CDATA[Construction of a mentor&#8217;s identity: the Mentor Online Education Program in focus]]></article-title>
<article-title xml:lang="es"><![CDATA[La construcción de la identidad de una mentora: el Programa de Formación en línea de Mentores en foco]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reali]]></surname>
<given-names><![CDATA[Aline Maria de Medeiros Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Massetto]]></surname>
<given-names><![CDATA[Débora Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gobato]]></surname>
<given-names><![CDATA[Paula Grizzo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Fabiana Vigo Azevedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos Centro de Educação e Ciências Humanas Departamento de Teorias e Práticas Pedagógicas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>330</fpage>
<lpage>347</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092018000200330&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092018000200330&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092018000200330&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo apresenta an&#225;lises relativas aos processos de constru&#231;&#227;o da identidade de mentora, do desenvolvimento profissional e identifica&#231;&#227;o das aprendizagens de uma professora experiente, evidenciadas em sua participa&#231;&#227;o no Programa de Forma&#231;&#227;o Online de Mentores. Para o desenvolvimento da pesquisa-interven&#231;&#227;o, foram consideradas refer&#234;ncias te&#243;ricas sobre forma&#231;&#227;o docente e o papel das narrativas escritas para o registro de processos reflexivos sobre a pr&#225;tica. Os dados foram examinados de maneira interpretativa provenientes de atividades online. Os resultados mostraram que novos conhecimentos foram constru&#237;dos e incorporados &#224; base de conhecimentos da participante, auxiliando-a a exercer as fun&#231;&#245;es de mentora ao assessorar uma professora iniciante em suas dificuldades. A iniciativa e a sua investiga&#231;&#227;o mostraram-se significativas para promover a aprendizagem docente de professores iniciantes de modo supervisionado. Considerou-se que, em face da aus&#234;ncia de pol&#237;ticas p&#250;blicas consolidadas no acompanhamento de professores iniciantes por professores mais experientes, no Brasil, a relev&#226;ncia da investiga&#231;&#227;o conduzida ampliou-se. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper presents analyzes related to the processes of a mentor identity construction, professional development and learning identification of an experienced teacher, evidenced on her participation in the Mentor Online Education Program. For development of the intervention research, we considered theoretical references on teacher education and the written narratives role for recording reflective processes about practice. The data were examined within an interpretive way from online activities. The results showed that new knowledge was constructed and incorporated into the participant&#8217;s knowledge base, assisting her to perform mentoring functions when advising a beginning teacher in her difficulties. The initiative and its investigation have shown to be significant to promote the teaching learning of beginning teachers in a supervised way. We considered that, in view of the absence of consolidated public policies in the supervision of beginning teachers by experienced ones, in Brazil, the relevance of the research conducted was enlarged.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este art&#237;culo se presentan an&#225;lisis relativos a los procesos de construcci&#243;n de identidad de mentora, de desarrollo profesional e identificaci&#243;n de los aprendizajes de una profesora experimentada, evidenciados en su participaci&#243;n en el Programa de formaci&#243;n en l&#237;nea de Mentores. Para el desarrollo de la investigaci&#243;n-intervenci&#243;n, fueron considerados referenciales te&#243;ricos sobre la formaci&#243;n docente y el papel de las narrativas escritas para el registro de procesos reflexivos sobre la pr&#225;ctica. Los datos fueron examinados de manera interpretativa provenientes de actividades en l&#237;nea y los analizamos interpretativamente. Los resultados mostraron que nuevos conocimientos fueron construidos e incorporados a la base de conocimientos de la participante, ayud&#225;ndole a ejercer las funciones de mentora al asesorar a una profesora principiante. La iniciativa y su investigaci&#243;n se mostraron significativas para promover el aprendizaje docente de profesores principiantes de modo supervisado. Se llev&#243; en cuenta que, debido a la ausencia de pol&#237;ticas p&#250;blicas consolidadas en el acompa&#241;amiento de profesores principiantes, en Brasil, la relevancia de la investigaci&#243;n conducida se ampli&#243;. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mentoria]]></kwd>
<kwd lng="pt"><![CDATA[Professor iniciante]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="en"><![CDATA[Mentoring]]></kwd>
<kwd lng="en"><![CDATA[Beginner teacher]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="es"><![CDATA[Mentoría]]></kwd>
<kwd lng="es"><![CDATA[Profesor principiante]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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