A Mediação Pedagógica como Prática de Acolhimento e Aprendizagem no Ensino Superior no Contexto Pandêmico

Abstract

In the context of the Covid-19 pandemic, social restructuring based on practices of social distancing provoked changes in educational training and in the way of interacting with other people, consolidating digital communication technologies as alternatives not only to redesign teaching and learning processes but also to ensure safety and survival. In this scenario, this research proposes reflections based on a project called Mediating Teacher, developed in a Higher Education Institution in the context of non-presential teaching. This is a qualitative research of descriptive nature that aims to evaluate the impact of the project on the routines of resumption of classes in this format in a period of exceptionality. To this end, statements and observations were collected through an online form sent to students and analyzed in the light of the Cultural-Historical perspective, especially with the concepts of Mediation, Emotion and Zone of Proximal Development - ZPD, according to Vygotsky. Despite all the obstacles that arise during the period of exceptionality, the data collected shows the impact of the project as a strategy for access and permanence in higher education, by listing its contributions in terms of: willingness to dialogue, conflict resolution, welcoming and well-being of students. Furthermore, the learning mediation practices imbricated in the project present great potential applicable both in the resumption of classroom classes and in various pedagogical projects as a catalyst of educational practices, by considering the historical, social and cultural specificities of the students regardless of the educational modality.