THE ROLE OF PEDAGOGICAL MEDIATION IN ADULT LEARNING

Abstract

The study started from the problem related to the influence of pedagogical mediation on adult learning processes. The aim was to analyze how educators, when acting as mediators, contribute to the development of educational practices that engage with the experiences, needs, and conditions of adult students. The general objective was to understand how pedagogical mediation favored learning in this audience, considering the use of active methodologies, digital resources, and interactive practices. The research was carried out through a bibliographic review, using publications between 2019 and 2025, with a qualitative approach and thematic categorization technique. The results showed that mediation, when conducted with intentionality, planning, and listening, promoted engagement, strengthened the bond with knowledge, and kept students on the school path. Social, technological, and educational barriers that limited teaching work were identified, but practices capable of overcoming these difficulties were also observed, such as the use of gamification, the appreciation of prior knowledge, and welcoming in the educational environment. It was concluded that pedagogical mediation contributed to the construction of significant learning, as long as it was linked to contextualized practices that were sensitive to the reality of the subjects. Finally, it was recommended that empirical studies be carried out to complement the findings and deepen the analysis of the role of the educator in adult education.