A mediação pedagógica no processo de aprendizagem: a concepção docente sobre o seu papel como mediador em escolas da rede pública de João Pessoa/PB

Abstract

The mediation process in the construction of knowledge, theoretically grounded by the historical-cultural psychological, is understood as a relationship between man and the world and his peers, it is not possible to measure the initial moment and ends, if it ends, an intervention of man in the world and the influence of the world at man. This creation aroused the interest by the author in the teaching area in the initial grades and created a teacher on the mediation of scientific knowledge. Therefore, the present study had the general objective of investigating and documenting its role as a mediator in the process of appropriation of the knowledge systematized by the student in the schools of the municipal network of João Pessoa-PB, in the period from 2018 to 2020. The research has a qualitative perspective and the theoreticalmethodological orientation is associated with the historical-dialectical material, which seeks to apprehend the essence of the investigated object or to enable the understanding of its abilities, to deviate its historical origin, the material conditions and the contradictions of clinical use. An empirical research was carried out in eight schools in the João Pessoa(PB) city and the subjects were eight teachers who worked in these classes. The research instruments used were non-participant observation and semi-structured interviews. We found that the investigated subjects are not investigated in the theory of historical-cultural psychology, however, the objective of the research is in the foundations of this theory for understanding the conception of documents about their formation and their role in the learning process. It does not refer to the final considerations, it was possible to perceive as contradictions existing in the teachers' conception about their student's learning process. As different conceptions of the subjects involved in mediation, reforms such as the current trends of spontaneity, appropriating, learning and planning teaching based on the transmission of knowledge are traditional and outdated, that is, in the last instance, they deny the teacher's role in the process of mediation of historically constructed knowledge contributes to reproduction and contradiction in its pedagogical practice.