Textual production in the School environment: the application of Vygotsky’s Theory of Mediation

Authors

DOI:

https://doi.org/10.33448/rsd-v9i8.6685

Keywords:

Textual production; Vygotsky’s Theory of Mediation; Didactic sequence.

Abstract

This work aims to present a pedagogical proposal, in the format of a didactic sequence, aiming at the textual production activity, in line with Vygotsky's Theory of Mediation. A bibliographic review was carried out on the mentioned Theory and a study on the need to re-signify the activity 'textual production' in the school environment, in order to subsidize the proposal to be presented. This proposal aims to develop the potential of individuals regarding critical expressiveness through written language, having an important contribution from the conceptions of Vygotsky's Theory, which considers the importance of the teacher's role as a mediator of the learning process, acting in the space between what the student already knows and what he may come to know, that is, intervening in favor of reaching his full potential. If applied properly, the activity can be an important tool to achieve the full condition of the individual to express himself critically, developing skill with writing and opening space for effective participation in the issues of the reality that surrounds him.

Author Biographies

Elisângela Ladeira de Moura Andrade, Instituto Federal de Educação, Ciência e Tecnologia Goiano

Mestranda em Educação Profissional e Tecnológica do Instituto Federal Goiano - Campus Morrinhos. Pós graduada em Pedagogia Empresarial pela UFU - Universidade Federal de Uberlândia - 2005. Graduada em Letras (Português/Inglês) pela UFU - Universidade Federal de Uberlândia - 2003.

Letícia Rodrigues dos Santos, Instituto Federal de Educação, Ciência e Tecnologia Goiano

Mestranda em Educação Profissional e Tecnológica do Instituto Federal Goiano - Campus Morrinhos. Especialista em Automação de bibliotecas pela Faculdades Integradas de Jacarepaguá - 2010. Graduada em Biblioteconomia pela UFG - Universidade Federal de Goiás - 2004.

Juliana Cristina da Costa Fernandes, Instituto Federal de Educação, Ciência e Tecnologia Goiano

Doutora em Educação. Professora do mestrado profissional em Educação Profissional e Tecnológica (ProfEPT).

Léia Adriana da Silva Santiago, Instituto Federal de Educação, Ciência e Tecnologia Goiano

Doutora em Educação. Professora do mestrado profissional em Educação Profissional e Tecnológica (ProfEPT).

References

Bernardo, G. (2012). Redação inquieta. Rio de Janeiro: Rocco Digital.

Chizzotti, A. (2009). Pesquisa em ciências humanas e sociais. 10. ed. São Paulo, SP: Cortez.

Doxsey J. R.; De Riz, J. (2002-2003). Metodologia da pesquisa científica. ESAB – Escola Superior Aberta do Brasil, Apostila.

Freire, P. (2011). A importância do ato de ler: em três artigos que se completam. 51 ed. São Paulo: Cortez.

Gerhardt, T. E., & Silveira, D. T. (Orgs). (2009). Métodos de pesquisa. Porto Alegre: Editora da UFRGS.

Guedes, P. C. (2009). Da redação à produção textual: o ensino da escrita. São Paulo: Parábola Editorial.

Oliveira, M. K. (1993). Vygotsky: aprendizado e desenvolvimento - um processo sócio-histórico. São Paulo: Scipione.

Vygotsky, L. S. (1984). A formação social da mente. São Paulo: Martins Fontes.

Vygotsky, L. S. (1989). Pensamento e linguagem. São Paulo: Martins Fontes.

Zabala, A. (1998). A prática educativa: como ensinar. Porto Alegre: ArtMed.

Downloads

Published

03/08/2020

How to Cite

ANDRADE, E. L. de M.; SANTOS, L. R. dos; FERNANDES, J. C. da C.; SANTIAGO, L. A. da S. Textual production in the School environment: the application of Vygotsky’s Theory of Mediation. Research, Society and Development, [S. l.], v. 9, n. 8, p. e968986685, 2020. DOI: 10.33448/rsd-v9i8.6685. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/6685. Acesso em: 23 dec. 2024.

Issue

Vol. 9 No. 8

Section

Educational Objects

License

Copyright (c) 2020 Elisângela Ladeira de Moura Andrade, Letícia Rodrigues dos Santos, Juliana Cristina da Costa Fernandes, Léia Adriana da Silva Santiago

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International 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.