Reuven Feuerstein e o papel da mediação docente no desenvolvimento cognitivo dos educandos: reflexões sobre a prática do professor em sala de aula

Abstract

The discussion on the relationship between human development and learning represents a central issue for education, considering that the epistemological conceptions supported, albeit implicitly, by teachers have impacts on the school environment and its pedagogical practice in classroom. Based on this assumption, this research aims to reflect on teaching practices from the conception of the psychologist and professor Reuven Feuerstein (1921-2014) on the role of human mediation in the cognitive development of individuals. Regarding to methodology, the work is configured as a bibliographic research, of qualitative nature. Therefore, it was used as a theoretical basis, especially works by Feuerstein (1994, 2002, 2014, 2021) and his commentators, such as Gomes (2002), Mentis (1997), Giugno (2002), Armacollo (2013) and Pisacco (2006), among others. These authors support us to understand the fundamental elements of Feuerstein's theoretical framework, such as his Structural Cognitive Modifiability Theory (SCMT) and the Mediated Learning Experience (MLE), particularly its definition and characterization of mediation and the role of this human interaction in promoting individuals' cognitive development. In addition, the essential contribution of Libâneo (1994) to elucidate the aspects involved in the teaching-learning process in the school context and the elements present in the structuring of teaching work stands out. After conducting the research, it was evidenced that Reuven Feuerstein's theory on the relationship between learning and human development and his concept of mediation (in particular, his twelve criteria that characterize a mediated learning experience) opens up an important possibility for reflection on teacher's practice in the classroom, both in the cognitive and socio-emotional aspects. Finally, it is noteworthy that this review of the concept of learning and development and of teaching performance in the school environment can contribute to combating practices that exclude individuals from learning on the basis of labels of "intelligence". Instead, it promotes a sensitive listening to the uniqueness and specific needs of each student and the commitment of the teacher-mediator to the realization of the intellectual potential of all students.