Mediação pedagógica em disciplinas semipresenciais nos ambientes virtuais de aprendizagem

Abstract

This study aimed to analyze the process of pedagogical mediation in semipresencial subject matters taken in virtual learning environments (VLE) in Pedagogy courses. It had two primary goals: characterizing the pedagogical mediation in semipresencial subject matters taken in VLE in Pedagogy courses; identifying the didactic mediation practices employed by the teachers’ teachers in VLE, and relating them to the basis of Cultural Historical Theory. As for the concept of mediation, this study was based on Vygotsky and other scholars’ Cultural Historical Theory. For pedagogical mediation through the use of digital technologies in education our references were: Toschi, Freitas, Durán and Peixoto. We aimed to clarify the following issues: How does the pedagogical-didactic mediation take place in semipresencial subject matters taken in VLE? What teaching practices characterize pedagogical mediation practices in semipresencial subject matters taken via VLE offered by the Pedagogy course? What relationships can be identified between the mediation concept based on the Cultural Historical Theory and the mediation practices employed by the teachers in the VLE pedagogical process? This qualitative study was carried out in two higher education institutions in Goiânia assessing five teachers conducting semipresencial subject matters in the Pedagogy courses. Data was gathered through questionnaires, interviews, VLE peerwatching, as well as the analysis of both pedagogical process and lesson plans. We compared both field research data and review of literature on pedagogical mediation in distance education and in VLE in light of the Cultural Historical theory. Data analysis pointed towards three types of mediation practices which we labeled as: practices related to the course dynamics and the use of VLE tools; communication and pedagogical-didactic practices. These were not isolated practices. Rather, they related back to specific aspects of each mediation process developed. We concluded that the teacher must be aware of how and when to make the pedagogical interventions with the aid of technology. This depends on how such mediation is planned, organized and carried out in the student’s knowledge acquisition process so as to meet the pedagogical agenda. It is crucial that the teacher’s practices are grounded in an educational theory that allows for the mediation of the student’s knowledge acquisition process. To do so, it is necessary to implement technology-based teacher training projects so that they can reassess their practice, and improve it in light of learning theories which guide the pedagogical mediation of semipresencial VLE- taught subject matters.