摘要：In the Latin American context continues debating the effectiveness in the implementation of educational policies for
the development and evaluation of successful educational processes aimed at quality and educational equity. The
educational intentions to aspire to a quality education is oriented to strengthen mentoring as a compensatory strategy
linked to the process of accompanying school to promote the development of competences, of learning achievement,
the taking advantage of opportunities of success for students. The project aimed to describe the perception of young
people from high school to the role of the tutor. We used the technique of focus groups a sample cases type formed
by students enrolled in the 2018 cycle; the information was analyzed through the inductive analysis of data reduction.
Results showed three categories of analysis: a) the teacher tutor roles, b) practices of accompaniment of the teacher
tutor as cognitive support and c) approach and trust. The need for training in the non-cognitive dimension (selfcontrol, perseverance and motivation) is evident. Mentoring is recognized as a compensatory strategy that must be
implemented to the inside of the school, however, students recognize an incipient atmosphere of trust that prevents
the timely follow-up to the needs expressed by the students. It is concluded that programs of mentoring to promote
successful education for all as compensatory strategies must link individual student issues with its social and family
context.
