A mediação pedagógica com tecnologias em tempos de pandemia: um estudo sobre as percepções de professores do Estado de Goiás

Abstract

In this work, we investigate the mediation processes of school contents relating them to digital information and communication technologies during the pandemic period. The research emerges from the following research problem: “What are the conceptions of pedagogical mediation involving the TDICs of public-school teachers in the state of Goiás, in the remote period?” We were based on qualitative research, relying on bibliographic research, seeking theories that would allow us to access and understand the determinations of the research object. Therefore, we seek to base the study on the authors of the cultural-historical theory, in which we seek to establish categories of analysis, choosing the main ones: mediation, Activity, empirical knowledge and theoretical knowledge. In order to understand them, we carried out a journey, based on Vygotsky's studies, which brings the genesis of many concepts that needed further deepening, such as the concept of mediation that was deeply investigated by some of his disciples, such as Leóntiev, who deepened the understanding of the concept of activity, establishing a deep relationship between activity and the formation of higher mental functions. Later, in Elkonin, we bring the concept of main activity or guide activity, establishing an intimate relationship between activity and the person's psychic maturation, in its various stages. Finally, we evoke Davydov, who was the researcher in the area who most dedicated himself to the Study Activity, bringing up the issue of mediation of scientific knowledge when the child enters school. To complete our theoretical foundation, we discussed the issue of the insertion of TDICs in pedagogical relationships. In this case, we rely on authors who are critical, discussing the issue from the point of view of Marxist theory, clarifying that technologies are not a mediating element and that their adoption in the field of education is often nothing more than a conservative innovation. Due to these conceptions, we took to the investigative field a proposal to understand what the teacher thinks about the issue of mediation in the context of remote teaching, a desolating moment in our history, but in which we can observe the phenomenon in an isolated way. The results of our research show that there are many problems that surround our school, among which we highlight the incipient training in relation to the theoretical and practical aspects of mediation, learning theories and theories that relate these elements to TDICs. Still, we note the unpreparedness of educational institutions for an effective work in relation to education, the need to invest in teacher training, professional appreciation of this category. In the field of results, our research indicates that in the remote period, teachers generally adhered to the instrumental conceptions of technologies, which is based on the appropriation of the technological apparatus and is summarized in the transcription, information, transmission of science knowledge, at an immediate level, inhibiting the formation of higher mental functions, the main objective of our school.