<?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>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152020000600095</article-id>
<article-id pub-id-type="doi">10.29352/mill0207e.11.00386</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Significados atribuidos ao programa de mentoria implementado numa instituição de ensino superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Meanings attributed to the mentoring program implemented in a higher education institution]]></article-title>
<article-title xml:lang="es"><![CDATA[Significados atribuidos al programa de mentoría implementado en una institución de enseñanza superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coutinho]]></surname>
<given-names><![CDATA[Emília]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Elisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esteves]]></surname>
<given-names><![CDATA[Inês]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tavares]]></surname>
<given-names><![CDATA[Ana Rita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaves]]></surname>
<given-names><![CDATA[Cláudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correia]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Paula Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Viseu Escola Superior de Saúde ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico de Viseu Escola Superior de Saúde ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico de Viseu Escola Superior de Tecnologia e Gestão de Viseu ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Politécnico de Viseu Escola Superior Agrária de Viseu ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Instituto Politécnico de Viseu Escola Superior de Tecnologia e Gestão de Lamego ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<numero>esp7</numero>
<fpage>95</fpage>
<lpage>105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152020000600095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152020000600095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152020000600095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  O presente trabalho parte do interesse pelo acompanhamento dos processos desenvolvidos e vivenciados no âmbito do Programa de Mentoria de uma Instituição de Ensino Superior, no decorrer do ano letivo 2019/2020. A implementação dos princípios da educação inclusiva no ensino superior é um desafio à própria instituição, professores e estudantes, o que pode ser concretizado na implementação de Programas de Mentoria/Tutoria.  Objetivos:  Compreender o significado da implementação do Programa de Mentoria para os estudantes da instituição; Reconhecer os principais papéis desempenhados na mentoria.  Métodos:  Este estudo parte da entrada em campo no Projeto da Mentoria existente numa Instituição de Ensino Superior, através das ferramentas metodológicas do estudo descritivo e exploratório, de natureza qualitativa. Foi utilizada a metodologia sociopoética na abordagem dos dados recolhidos na base de dados do estudo: &#8220;Práticas inclusivas na instituição: Perceções sobre a Implementação de um Programa de Mentoria&#8221;.  Resultados:  Os resultados, obtidos subjetiva e empiricamente, permitiram concluir que, do tema desocultado &#8220;Significado Atribuído ao Programa de Mentoria Implementado&#8221;, emergiram nove categorias, nomeadamente: &#8220;Significado atribuído ao momento em que foi iniciado&#8221;; &#8220;Significado atribuído à forma de seleção do par mentor-mentorado&#8221;; &#8220;Significado atribuído às orientações recebidas&#8221;; &#8220;Significado conferido às funções atribuídas ao tutor&#8221;; &#8220;Significado atribuído às funções atribuídas ao mentor&#8221;; &#8220;Significado atribuído à frequência e duração dos encontros&#8221;; &#8220;Significado atribuído à relação de Mentoria estabelecida&#8221;; &#8220;Significado atribuído à continuidade do Programa na instituição&#8221; e &#8220;Significado atribuído ao valor atribuído ao Programa&#8221;.  Conclusão:  Este trabalho de investigação proporcionou outra abordagem à Mentoria quanto à forma e ao estilo. Não devem, contudo, restar dúvidas de que a Mentoria é sempre um instrumento para a inclusão de todos os estudantes, independentemente das suas características individuais, devendo o mentor ser solidário, uma fonte de apoio, um suporte, não assumindo protagonismos, pois o centro do Programa de Mentoria são os estudantes e a sua plena inclusão no universo institucional e académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The present work is based on the interest in monitoring the processes developed and experienced under the Mentoring Program of a higher education institution, during the academic year 2019/2020. The implementation of the principles of inclusive education in higher education is a challenge to the institution itself, teachers and students, which can be realized in the implementation of Mentoring Programs.  Objectives:  To understand the significance of the implementation of the Mentoring Program for students; Recognize which were the main roles played in mentoring.  Methods:  This study starts from the entry into the field in the Mentoring Project existing of a higher education institution, through the methodological tools of the descriptive and exploratory study, of a qualitative nature. The sociopoetic methodology was used to approach the data collected in the study's database: &#8220;Inclusive practices at the institution: Perceptions about the Implementation of a Mentoring Program&#8221;.  Results:  The results, obtained subjectively and empirically, allowed us to conclude that from "Meaning Attributed to the Implemented Mentoring Program" nine categories emerged, namely: "Meaning attributed to the moment when it started"; &#8220;Meaning attributed to the form of selection of the mentor-mentored pair&#8221;; "Meaning attributed to the guidelines received"; &#8220;Meaning attributed to the functions attributed to the tutor&#8221;; &#8220;Meaning attributed to the functions assigned to the mentor&#8221;; &#8220;Meaning attributed to the frequency and duration of the meetings&#8221;; "Meaning attributed to the established Mentoring relationship"; "Meaning attributed to the continuity of the Program in the institution" and "Meaning attributed to the value attributed to the Program".  Conclusion:  This research work provided another approach to Mentorship in terms of form and style. However, there should be no doubt that Mentoring is always an instrument for the inclusion of all students, regardless of their individual characteristics, and the mentor must be supportive, a source of support, a support, not assuming protagonism, since the centre of the Mentoring Program are students and their full inclusion in the institutional and academic universe.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  El presente trabajo se basa en el interés por monitorear los procesos desarrollados y experimentados bajo el Programa de Mentoría de una institución de educación superior, durante el año académico 2019/2020. La implementación de los principios de la educación inclusiva en la educación superior es un desafío para la institución, docentes y estudiantes, que se puede implementar en la implementación de Programas de Mentoría.  Objetivos:  Comprender el significado de implementar el Programa de Mentoría para los estudiantes de la institución; Reconocer los roles principales que se jugaron en la tutoría.  Métodos:  Este estudio parte de la entrada en campo en el Proyecto de Mentoría existente de una Institución de Educación Superior, a través de las herramientas metodológicas del estudio descriptivo y exploratorio, de carácter cualitativo. Se utilizó la metodología sociopoética para abordar los datos recolectados en la base de datos del estudio: &#8220;Prácticas inclusivas en la institución: Percepciones sobre la implementación de un programa de mentoría&#8221;.  Resultados:  Los resultados, obtenidos de manera subjetiva y empírica, permitieron concluir que del tema Significado Atribuido al Programa de Mentoría Implementado surgieron nueve categorías, a saber: "Significado atribuido al momento de su inicio"; &#8220;Significado atribuido a la forma de selección del doble mentor-mentor&#8221;; "Significado atribuido a las directrices recibidas"; &#8220;Direcciones atribuidas a las funciones asignadas al tutor&#8221;; &#8220;Significado atribuido a las funciones asignadas al mentor&#8221;; &#8220;Significado atribuido a la frecuencia y duración de las reuniones&#8221;; "Significado atribuido a la relación de Mentoring establecida"; "Significado atribuido a la continuidad del Programa en la institución" y "Significado atribuido al valor atribuido al Programa".  Conclusión:  Este trabajo de investigación proporcionó otro enfoque de la tutoría en términos de forma y estilo. Sin embargo, no cabe duda de que la Mentoría es siempre un instrumento para la inclusión de todos los estudiantes, independientemente de sus características individuales, y el mentor debe ser solidario, una fuente de apoyo, un apoyo, que no asume el protagonismo, ya que el centro del Programa de Mentoría son los estudiantes y su plena inclusión en el universo institucional y académico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[inclusão]]></kwd>
<kwd lng="pt"><![CDATA[mentoria]]></kwd>
<kwd lng="pt"><![CDATA[significados]]></kwd>
<kwd lng="pt"><![CDATA[papéis desempenhados na mentoria]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="en"><![CDATA[inclusion]]></kwd>
<kwd lng="en"><![CDATA[mentoring]]></kwd>
<kwd lng="en"><![CDATA[meanings]]></kwd>
<kwd lng="en"><![CDATA[roles played in mentoring]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
<kwd lng="es"><![CDATA[mentoría]]></kwd>
<kwd lng="es"><![CDATA[significados]]></kwd>
<kwd lng="es"><![CDATA[roles desempeñados en la mentoría]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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