From Transmission To Mediation … Theoretical Foundation Of Pedagogical Mediation

From transmission to mediation … Theoretical foundation of pedagogical mediation

"If educating is essence, mediation is mode,

The style how that educational mission works ”.

The crisis can become the opportunity, it is the premise with which we could initiate a true educational revolution, which leads us to take that definitive step of the traditional approach that reduces the teaching-learning processes to a dehumanizing practice, characterized by the teacher’s hegemony, absolute owner of power because it is who has knowledge, and that it is precisely through this influence, that knowledge must be transmitted and memorized as an invariable code, which does not lack a point, or a comma to achieve the objectivesof the imposed regime. A model that does not tolerate the right to make mistakes, which does not admit that the other expresses itself, is something truly inhuman and that definitely does not fit today. This orientation has its origin in poorly oriented educational systems and policies, because they have been founded from erroneous paradigmatic conceptions of the function, purpose and reason of being of the school,

The transit of this educational prototype, in which the teacher is considered as a simple transmitter of knowledge, the mediator teacher and learning facilitator, is pressing. This is not new, it is something that great pedagogues and students of education, thinkers defending the autonomy and freedom of the human being, have been insisting for a good time now.

It is the challenge of the teacher of this century, to understand that in the classrooms we have no objects but subjects, and that once we understand this our teaching practices must tend for the absolute respect of the freedom of the student in the progressive conquest of their autonomy.

It is urgent to modify, it is urgent to transform, that error of the conception of the school and fix the look in the subject (individual-person), so that the danger of manipulation and training does not rise more in our educational environments, but the air is breathedfresh from a true school renewed from the humanization of its processes.

This is the way, the change of approach, which will lead us to education as a process of life, first aimed at the training and permanent construction of the person, assuming the responsibility with the other in the construction of community;Starting from the idea of a new school built from a social perspective in which all human beings are educable and all the teaching disciplines, in which the link between the subject and the object is given thanks to a teacher who serves as abridge that acts as a learning possibility

It was born there in that vision, the role of the mediating teacher that is clear that the student is in the classrooms to learn to access from his individuality to learning that opens the doors to the construction of a deep and significant knowledge given his involvement in whateveryday, in the real, in the utility and application for your life;And the best thing is that despite the great respect and valuation of the particularity, in this learning process it is not isolated, much less exempt from the socialization processes (colleagues-professional-community) on the contrary the communicative, affective links are potentiatedand social responsibility.

This true and good learning will promote an educational structure according to sociocultural realities and individual and collective needs, through an education understood as a social process and revolves around the culture of the different contexts.

As Chacón points out, they understood this, great figures in the field of education, which has as its conductive thread of its postulates the teaching -learning process. Ausubel from his theory of meaningful learning, Bruner from cognitivism, Vygotsky his socio-historical cultural theory and approach to the near development zone (ZDP), Jean Piaget with his foundations on the subject-object intervention.

It should be noted that the term mediar is taken to the educational field thanks to Vygotsky;According to his approaches, the mediating teacher enhances the student to reach the next or potential development zone, within the framework of the social scenario where he is assisted, guided and encouraged in his learning process that is also enriched byThe cultural component.

To Escobar, the mediation of learning is a process in three dimensions: 1) Pedagogical interaction: it raises learning that allow the potentialization of the human being (being, doing, knowing, living together). 2) Social: interaction with the other (partners-professional-family-community), allowing to disseminate and value the cultural heritage. 3) Systematic: It is intentional, it takes into account defined and vital elements in the teaching-learning process: presaberes, learning style, context, didactics, purpose. 

We cannot ignore the contributions of Reuven Feuerstein, who contributes in the field of pedagogical mediation, exposing the criteria that must be applied by the mediator to achieve the student-contemporary interaction. These are presented by Ferreiro and Vizoso, and include: active communication and reciprocal teacher-student, clear purpose of the activity (what and how), sense of activity, future applications of activity (transcendence) and sufficiency (feeling of capacityor self – esteem).

Finally, from this need for school transformation and its educational practices towards that new paradigm, above described;The commitment to pedagogical mediation invites us to understand it, as described by Lorenzo Tébar Belmonte "mediation is a social concept because it implies transmission of culture, codes, values and norms;It has an educational dimension because it acts with the intention of intervening on the cognitive competences of the students ”

Mediation is a possible process that we require in today’s society, in that reconstruction of the school and its primary purpose: the formation and transformation of the subject, since it is the style, the model that will allow:

The reunion, acceptance and involvement in a transforming, modifier and builder process of the person;so it is possible only in the reciprocity of man for man, to discover the essence of himself and the essence of things. 

Bibliography

• Escobar, n. (2011). The mediation of learning at school. Pedagogical Action, 20 (1), 58-73. Recovered from https: // dialnet.united.is/servlet/article?CODE = 6222147
• Ferreiro, r.F. And Vizoso, and. (2008). A necessary condition in the use of ICTs in the classroom: pedagogical mediation. Postgraduate and Society Magazine, 8 (2), 72-88. Recovered from https: // dialnet.united.is/servlet/article?CODE = 3662711
• León, g. (2014). Approaches to pedagogical mediation. Caes Magazine, 5 (1), 136-155. Recovered from https: // dialnet.united.is/servlet/article?CODE = 5580842
• Tebar, l. (2017). The mediating function of education. Educational Forum, (28), 79-98. Recovered from https: // doi.org/10.29344/07180772.28.790