Pedagogical intervention and mediation: convergences between historical-cultural theory and Yves Lenoir

Abstract

This article aims to present a literature review on the concept of educational intervention proposed by Yves Lenoir and its relation with the concept of mediation proposed by the historical-cultural theory. Relying on educational intervention and, especially the concept of mediation is a current issue. In order to discuss these themes, we have made a brief historical approach to the term intervention, and we seek to approximate assumptions of the historical-cultural theory, especially with the support of Lev Semenovich Vygotsky, with the empirical, pragmatic, and operational dimensions of the term educational intervention, as proposed by Yves Lenoir. We approach the arguments used by the authors and then we identify aspects of convergence between them. The results indicate similarities between the approaches. We identify three elements that allow relating the terms: desire, indicating the intention of the regulation; praxis because it is an action reflected by a problem coming from practice; interdisciplinarity, as involves different dimensions of the human being. We also observe the importance of understanding the concepts related to the intervention.  In this sense, intervening is mediate and regular the educational process for the development of higher mental functions.