MEDIAÇÃO PEDAGÓGICA

CONCEPÇÃO E PRÁTICAS DO PROFISSIONAL DA EDUCAÇÃO

Abstract

When entering the classroom, the teacher is faced with numerous doubts and insecurities, especially to that beginner, the challenges seem greater when in this scenario are present students with learning difficulties.  Considering this context, we sought to think of an alternative to the difficulties that involve teaching and learning, based on pedagogical mediation. Thus, the present study aimed to know the conception of pedagogical mediation of teachers of the public education network who work in two municipalities of the State of Rondônia. To this end, we resorted to the qualitative approach, through bibliographic research, supported by the studies of Ferreira, Vectore and Dechichi (2012) on Feuerstein and his Mediated Learning Experience (EAM), in addition to his criteria for EAM, added to Vygotsky's ideas of mediation and learning. Field research was also carried out with the participation of seven professors, six from Nova Mamoré and one from Ariquemes. The results indicate that pedagogical mediation is crucial for an effective and efficient learning and development of the learner, and that it is still necessary many studies and training on the subject, since the conception presented by the professors are very restricted, not addressing all the possibilities within this methodology.