Extracurricular activities are relevant developmental spaces for young people. Research in this field shows that the mentors in charge of this activities can generate the necessary conditions for them to promote a great amount of benefits for the development of the participants. However, there is a gap with regarding the knowledge of the foundations of the work of the mentors. In general, the mentors of extracurricular activities are not expected to have formal pedagogical training and their role, with defined functions and expectations, is not defined in advance. Based on these considerations, this article proposes as its main objective to present some of the elements that point to the configuration of the role adopted by mentors of extracurricular activities as well as to account for some educational beliefs that support their work. The article is based on a qualitative study based on the Founded Informed Theory that works on interviews with different mentors of extracurricular activities. The main results point to the establishment of the role of the mentors of extracurricular activities in function of their formative purposes, and the differentiation that can be established between their work and the one made by classroom teachers of formal education.
Sánchez-Burgos, F., & Berger-Silva, C. (2019). Definitions and Educational Beliefs That Shape the Teaching Role in Non-Formal Education. Revista Saberes Educativos, (3), 96–122. https://doi.org/10.5354/2452-5014.2019.53791
