A racionalidade pedagógica nos processos de mediação à produção de sentidos e de aprendizagem aos saberes

Abstract

The study is focused on teaching knowledge as a skill that becomes the specific training goal at university institutions: it involves the praxis of a mediator learning subject whose performance affects both his/her own identity as well as that of the learners who participate in the process. It places the learning phenomenon in a context of dialogic and intersubjective communication interactions under the prism of a mediation moved by a meaning and sense producing rationale, achieved through the pedagogical transformation of teaching contents. Emphasis is given to the dynamics rationality that typifies the intersubjective relation in the teaching performance, conceiving it as a pedagogical rationale that requires communicative and dialogic competence as a source of a critical and transforming reflexivity. The subjacent praxis epistemology applied to this study generates integral and permanent training processes with the perspective of a professional and citizen-wise empowerment.