Teacher-mediated learning: a vygotskyan approach

Authors

  • Elizete de Fátima Veiga da Conceição Universidade Franciscana (UFN)
  • Liz Behr Siqueira Universidade Franciscana (UFN)
  • Marcele Pereira Da Rosa Zucolotto Universidade Franciscana (UFN). https://orcid.org/0000-0002-6856-8626

DOI:

https://doi.org/10.33448/rsd-v8i7.1139

Keywords:

Mediator Teacher; Mediation; Zone of Proximal Development.

Abstract

This article aims to reflect on teacher-mediated learning according to Vygotsky's approach. Through a qualitative study of a theoretical nature, we sought to analyze the concepts of mediation and Zone of Proximal Development (ZPD), to understand how a mediating teacher can enable effective learning in the students. The mediating teacher appears as a figure of paramount importance for the development of the student and his / her learning, leading him to interact with the environment in the search for a contextual knowledge elaborated from social exchanges. Through this study, it was possible to highlight the importance of the role of the teacher as mediator of the learning processes, therefore, as a fundamental figure to develop it in the teaching processes.

Author Biographies

Elizete de Fátima Veiga da Conceição, Universidade Franciscana (UFN)


Liz Behr Siqueira, Universidade Franciscana (UFN)


References

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Published

18/05/2019

How to Cite

CONCEIÇÃO, E. de F. V. da; SIQUEIRA, L. B.; ZUCOLOTTO, M. P. D. R. Teacher-mediated learning: a vygotskyan approach. Research, Society and Development, [S. l.], v. 8, n. 7, p. e30871139, 2019. DOI: 10.33448/rsd-v8i7.1139. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/1139. Acesso em: 23 dec. 2024.

Issue

Vol. 8 No. 7

Section

Education Sciences

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