<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052022000200368</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.58164</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONVERSAS PROFISSIONAIS SÍNCRONAS E ASSÍNCRONAS COM RECURSOS TECNOLÓGICOS NA MENTORIA]]></article-title>
<article-title xml:lang="en"><![CDATA[SYNCHRONOUS AND ASYNCHRONOUS PROFESSIONAL CONVERSATIONS WITH TECHNOLOGICAL RESOURCES IN MENTORING]]></article-title>
<article-title xml:lang="es"><![CDATA[CONVERSACIONES PROFESIONALES SINCRÓNICAS Y ASÍNCRONAS CON RECURSOS TECNOLÓGICOS EN MENTORÍA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marini]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Bruna Cury de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>69</numero>
<fpage>368</fpage>
<lpage>383</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000200368&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000200368&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000200368&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho refere-se a uma pesquisa exploratória de caráter qualitativo que investigou como se dão conversas profissionais entre uma mentora e uma professora iniciante (PI) em diferentes espaços/recursos (síncronos e assíncronos), no contexto do Programa Híbrido de Mentoria (PHM). Os dados analisados são provenientes de uma entrevista com a mentora e de narrativas escritas da díade mentor-PI (M-PI) no ambiente virtual de aprendizagem (AVA). Os resultados indicam que a combinação de interações síncronas com assíncronas apresentaram diferentes potencialidades e limites no estabelecimento de conversas profissionais. Com relação às potencialidades, destacam-se: o estabelecimento de vínculo de confiança; troca de experiências profissionais; construção de aprendizagens sobre a docência; favorecimento de processos reflexivos; viabilização da identificação das demandas da PI; planejamento das ações de mentoria. Quanto aos limites, observou-se: a baixa assiduidade em atividades assíncronas; narrativas escritas com pouco detalhamento sobre as práticas; a necessidade de apresentar uma escrita clara nas comandas das atividades; desconforto na interação em vídeo-chamadas. Constata-se que a integração de recursos síncronos e assíncronos permite o estabelecimento de conversas profissionais, favorecendo o desenvolvimento das ações de mentoria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper refers to a qualitative exploratory research that investigated how professional conversations take place between a mentor and a beginning teacher (PI) in different spaces/resources (synchronous and asynchronous), in the context of the Hybrid Mentoring Program (PHM). The data analyzed come from an interview with the mentor and from written narratives of the dyad mentor-PI (M-PI), collected in the virtual learning environment (AVA). The results indicate that the combination of synchronous and asynchronous interactions presented different potentialities and limits in the establishment of professional conversations. Regarding to the potentialities, it's possible to mention the following: the establishment of a bond of trust; exchange of professional experiences; construction of learning about teaching; favoring reflective processes; enabling the identification of PI demands; planning of mentoring actions. As for the limits, it was observed the following: the low attendance in asynchronous activities; narratives written with little detail about the practices; the need to present a clear writing of the instructions of the activities; discomfort when interacting on video calls. It was found that the integration of synchronous and asynchronous resources allows the establishment of professional conversations, favoring the development of mentoring actions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo se refiere a una investigación exploratoria cualitativa que investigó cómo se dan las conversaciones profesionales entre un mentor y un docente principiante (PI) en diferentes espacios/recursos (sincrónicos y asincrónicos), en el contexto del Programa de Mentoría Híbrido (PHM). Los datos analizados provienen de una entrevista con el mentor y de las narrativas escritas de la díada mentor-PI (M-PI) en el entorno de aprendizaje virtual (AVA). Los resultados indican que la combinación de interacciones sincrónicas y asincrónicas presentó diferentes potenciales y límites en el establecimiento de conversaciones profesionales. En cuanto al potencial, se destacan: el establecimiento de un vínculo de confianza; intercambio de experiencias profesionales; construcción de aprendizajes sobre la enseñanza; el favorecer de los procesos reflexivos; la posibilidad de la identificación de demandas de propiedad intelectual; planificación de acciones de mentoría. Respecto a los límites, se observó: la baja frecuencia a actividades asincrónicas; narrativas escritas con poco detalle sobre las prácticas; la necesidad de presentar una escritura clara en las instrucciones de las actividades; incomodidad al interactuar con videollamadas. Se encuentra que la integración de recursos sincrónicos y asincrónicos permite el establecimiento de conversaciones profesionales, favoreciendo el desarrollo de acciones de mentoría.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[conversas profissionais]]></kwd>
<kwd lng="pt"><![CDATA[mentoria]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem híbrida.]]></kwd>
<kwd lng="en"><![CDATA[professional conversations]]></kwd>
<kwd lng="en"><![CDATA[mentoring]]></kwd>
<kwd lng="en"><![CDATA[blended learning.]]></kwd>
<kwd lng="es"><![CDATA[conversaciones profesionales]]></kwd>
<kwd lng="es"><![CDATA[mentoría]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje híbrido.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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