A mediação do professor no ensino de História a partir da Teoria de Reuven Feuerstein: Uma proposta pedagógica para o ensino fundamental nos anos finais

Abstract

The mediation of learning in the teaching of History is presented from the theoretical pillars of Reuven Feuerstein with a view to building a pedagogical proposal for mediation of learning with students of the sixth year of Elementary School at the Cultural and Educational Center of Vila Embratel. The role of the teacher as a mediator and collaborator in the teaching and learning process is highlighted, as well as their interaction with students. In the construction of the work, a bibliographic review related to the theme and the research problem is used, based on the ideas and conceptions of specialist theorists in the area worked. A theoretical and methodological framework is sought from the contributions of Feuerstein (2014), Meier and Garcia (2007), Muzás (2008), Freire (2011), Zanatta da Ros (2002), among others, fundamental for the accomplishment of this study. . The methodology of action research is used, conceived and carried out in close association with a collective action, with the involvement of the researcher and the students in a cooperative way. Data collection was developed from a questionnaire applied to the students of that school, and the results were tabulated based on the modeling of the pedagogical proposal using Feuerstein's (2014) mediation. It was concluded that the pedagogical proposal from the EAM proved to be satisfactory in the formation of concepts, skills and attitudes on the part of the students of the 6th year of the Cultural and Educational Center of Vila Embratel.