Abstract
This article aims to discuss the development of the project Mentoring Practices in English Language: a supportive environment for students of EFL, within the scope of pandemic scenario and the cessation of presential work. The report underlies the work as activities aimed at improving the quality of the undergraduate course and the teacher training process: the interaction and learning space, the use of technological resources, and the approach and use of the target language aimed at the development of the autonomy of the participants. This proposal is theoretically linked to studies developed by Harmer (2007), Bygate (2001), Larsen-Freeman (2001), and others. Data obtained through monitoring, and dialogue with those involved during the meetings point to the importance of the pedagogical support that is provided by the mentoring project, given the existence of gaps and weaknesses in learning, which become evident at the beginning of the educational process in Higher Education.
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