THE ROLE OF THE TEACHER AS A PEDAGOGICAL MEDIATOR IN CONTEMPORARY EDUCATION: STRATEGIES, CHALLENGES AND REFLECTIONS ON EDUCATIONAL PRACTICE

Abstract

This study investigates the role of the teacher as a pedagogical mediator in contemporary Brazilian education, analyzing challenges, strategies and impacts of this approach. Using a qualitative methodology, semi-structured interviews were conducted with 150 teachers from different levels of education in five regions of Brazil. The results reveal a broad recognition of the importance of pedagogical mediation, with 78% of respondents emphasizing its relevance. However, only 45% feel fully prepared to implement it effectively, indicating a significant gap between theory and practice. The main challenges identified include inadequate infrastructure (73%), large class sizes (65%) and curricular pressure (58%). The COVID-19 pandemic emerged as a catalyst for the adoption of technology-mediated practices, with 89% of teachers reporting adaptations. The most commonly used strategies involve digital technologies (85%), project-based learning (73%) and flipped classroom (68%). Teacher training is a critical point, with only 53% considering their initial training adequate in this aspect. The study points to the urgent need to reformulate teacher training programs and implement public policies that support effective mediating practices. It is concluded that, despite the challenges, pedagogical mediation is fundamental for a more meaningful and transformative education in the contemporary Brazilian context.