PEDAGOGICAL MEDIATION MEDIATED BY TECHNOLOGY?

Abstract

The article focuses on the mediation and its implementation through information technology andcommunication (ITC). Assumes that these technologies are cultural artifacts and as such constitutethemselves into symbolic instruments that are configured in relations between individuals and socialpractices. To understand the mediation process through ICT the study is based on Vygotskian theory onthe development of mental functions and refers to the concept of the Zone of Proximal Development(VIGOTSKI, 1998, 2007). Introduces the concept of cognitive mediation and the concept of didactic andpedagogic mediation proposed by Lenoir (2009). Are also discussed the contributions of Meunier andPeraya (2004) to discuss issues relating to practice teaching mediated and to make a critique of theconcept of technological mediation. The study identifies that the mediation is effective from thedevelopment of an educational process based on communication in a dialogical perspective. Thepedagogical mediation can occur with or without the use of technology. The situation is not relevant inthis case the use of technological resources, but the interaction. In other words, the relationship betweenstudent and teacher, and the use of teaching strategies aimed at the reflective thinking and that place thestudent as the subject of the educational process.