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

Gil. A. C. (2010). Como elaborar projetos de pesquisa. 5. ed. São Paulo: Atlas.

Libâneo, J.C. (2013). Didática. 2. ed. São Paulo: Cortez.

Marconi, M. A.; Lakatus, E. M. (2009). Metodologia do trabalho científico. 7. ed. São Paulo: Atlas.

Matui, J. (1995). Construtivismo: Teoria Construtivista Sócio-histórica aplicada ao ensino. São Paulo: Moderna.

Moreira, M. A. (2015). Teorias da aprendizagem. 2. ed. São Paulo: Ed. E. P. U.

Oliveira, M. K. (1998). Vygotsky. Aprendizado e desenvolvimento: um processo sócio-histórico. São Paulo: Scipione.

Rego, T. C. R. (2002). Vygotsky: uma perspectiva histórico-cultural da educação. Petrópolis: Vozes.

Wittgenstein, L. (1994). Tractatus Logico-Philosophicus. São Paulo: Editora da Universidade de São Paulo.

Vygotsky, L. S. (1996). Psicologia del adolescente. Obras Escogidas. Tomo IV. Madrid: VISOR; MEC.

Vygotsky, L. S. (1998). Pensamento e linguagem. Rio de Janeiro: Martins Fontes.

Vygotsky, L. S. (2007). A Formação Social da Mente: O Desenvolvimento dos Processos Psicológicos Superiores. 7. ed. São Paulo: Martins Fontes.

Vygotsky, L. S., Luria, A. R., Leontiev, A. N. (1988). Linguagem, desenvolvimento e aprendizagem. São Paulo: Ícone: Editora da Universidade de São Paulo.

Downloads

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: 22 nov. 2024.

Issue

Vol. 8 No. 7

Section

Education Sciences

License

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.