Como e quando intervir com estratégias mediadoras em sala de aula? uma proposta de orientação para professores polivalentes

Abstract

The current academic work is the result of a research made at a private school in Campina Grande – PB, on a fifth-grade elementary education class, through History classes. It presents the nature of the teaching mediation through the strategies of intentional interventions as the object of study. This research had as its main goal the analysis of the nature of the teaching mediation through the intentional interventions’ strategies and its possible contributions to the students’ apprehension and construction of knowledge. For that purpose, it has the following specific objectives: identify how the concept of multipurpose teachers’ mediation is revealed through their speeches and practices; verify which mediation strategies are more efficient when it is conceived as an interactional and dialogic process; check, based on the students’ answers, the development of the discursive competence as: explain, justify and comment. By means of a qualitative approach it was possible to collect and analyze data through the application of lots of data gathering instruments as: questionnaires, participative observations, video recordings, books’ complementary tasks and a verification of learning activity. The theoretical background is based on the theoretical constructs pointed by Vygotsky (1991, 1998, 2001), onwards the historical-cultural theory, that seeks to explain the human thinking origin and development through mediation and language concepts. The analysis is based on multipurpose teachers’ answers to the questionnaires; on the students’ speeches transcriptions recorded in video during the classes and also the students’ answers to open-ended questions on the tests. To analyze and discuss the students’ writing productions two categories were chosen: adequacy and inference. Therefore, it was possible to verify how the multipurpose teachers comprehend the mediation concept and in which moment of their classes it was applied; and, besides that, how the intentional intervention strategies worked positively fostering the students’ learning. From these results an orientation proposal was made for the teachers’ reflexive practice, related to how and when should they use these intentional intervention strategies.