THE CHALLENGES OF MEDIATION IN PEDAGOGICAL PRACTICE

AN ANALYSIS THROUGH GRAMSCI'S PERSPECTIVE

Abstract

Introduction: The present work, entitled: “The challenges of mediation in pedagogical praxis: An analysis through Gramsci's perspective”, presents an analysis of the challenges of mediation in pedagogical praxis based on Gramsci. It should be noted that, although they were written in another historical context, Gramsci's works are still current and relevant, especially in the pandemic and post-pandemic scenario, in which pedagogical praxis began to be rethought through the challenges of teaching through of technological and virtual resources that were consolidated. Objective: It aims to discuss the perspective of pedagogical mediation in Gramsci's proposals, in view of the challenges of teaching through technological and virtual resources. Materials and method: To this end, theoretical research and bibliographic reviews were used as a methodology, based on the hermeneutic theoretical-methodological framework. Results and discussion: It is noted that, although there is a historical difference between the writing of the works and the current moment, there is a correlation between Gramsci's concept of mediation (1932, 2004), who believes that it is necessary for the educator to understand his role within of the educational process, understanding that they should not play the role of a person holding all the knowledge, but the role of collaborator for the intellectual and social development of the student, who must play an active role in their learning process. In addition, for the author, it is essential for the educator to understand that, from his pedagogical praxis, the student can achieve the integration between theory and practice, between theoretical concepts and the student's reality, because only then, the individual will be able to transform and transform the society in which he is inserted. Conclusion: It is concluded, therefore, after discussing the results, that mediation in pedagogical praxis is a concept that must be studied and revisited, mainly because of the current socio-historical period, requiring a review of current pedagogical practices that tend to to focus the educational process on the figure of the teacher, aiming at a better development, both intellectual and social, of the student.