DIDACTIC MEDIATION IN LEARNING

THE CONSTRUCTION OF THE GEOGRAPHICAL KNOWLEDGE

Abstract

This article seeks to meet specifically the two objectives: to understand the concept of mediation in the historical-cultural theory; to highlight the importance of didactic mediation for geographic learning. This work is based on the Historical-Cultural Theory and aims to use as a basic reference one of its precursors, the Belarusian professor and researcher Lev Semionovitch Vigotski (1896-1934). The Vygotskian perspective and its impact on the educational field are configured as an essential theoretical postulate, especially with regard to four major contributions of this study: the mediation, especially the didactic; internalization; concept formation and higher psychic functions. Based on the reflection that this article introduces, the present study aims to develop a discussion, primarily, about one of the concepts that involve a method and a methodological path to be followed in teaching - mediation -, in the light of the Vigotskian theoretical perspective. Thus, it is worth asking: how does the mediation of the teacher promote the student's cognitive activity, based on a methodological approach?