Pedagogical intervention and mediation: convergences between historical-cultural theory and Yves Lenoir
DOI:
https://doi.org/10.5007/2175-795X.2020.e66078Abstract
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.
References
COUTURIER, Yves. Constructions de l’intervention par des travailleuses sociales et infirmières em C.L.S.C. et possibles interdisciplinaires. 450 f. Université de Montreal - Faculté des études Supérieures en Philosophieae (Doctor). Sciences Humaines Appliquées, 2001. Disponível em: https://core.ac.uk/download/pdf/55649401.pdf. Acesso em: 16/06/2019.
DELARI JUNIOR, Achilles. Vigotski consciência, linguagem e subjetividade. Campinas –SP: Alínea, 2013.
GIL, Antonio Carlos. Como elaborar projetos de pesquisa. 4ª ed. São Paulo: Atlas, 2002.
GUAY, Jérôme. L’approche proactive et l’intervention de crise. Revue Santé mentale eu Québec, Vol. 16, nº2, 2001, p. 139-154. Disponível em: https://www.erudit.org/fr/revues/smq/1991-v16-n2-smq1819/032231ar/. Acesso em: 16/06/2019.
KOJEVE, Alexandre. Introdução à leitura de Hegel. Tradução de Estela dos Santos Abreu. Rio de Janeiro: EDUERJ, 2002.
LENOIR, Yves. L’intervention pedagógical, um construit théorique pour analyser les pratiques d’enseignement. Nouveaux cahiers de la recherche em éducation. Faculté d’éducation. Université de Sherbrooke. Canadá, Vol. 12, número 1, p. 9-29, 2009. Disponível em: https://www.usherbrooke.ca. Acesso em: 11/06/2019.
LENOIR, Yves et al. L’intervention pedagógical: clarifications conceptuelles et enjeux sociaux. Pour une reconceptualisation des pratiques d’intervention em enseignement et em formation à l’enseignement. Revue électronique de sociologie. Numéro thématique sur L’intervention sociologique, avril 2002. Disponível em: www.espritcritique.org.fr. Acesso em: 11/06/2019.
LENOIR, Yves. Médiation cognitive et médiation didactique. In: C. Raisky et M. Caillot (Org.). Le didactique au-delá des dictiques. Débats autor de concepts fédérateus. Bruxelles: De Boeck Université, 1996, p. 223-251. Disponível em: https://www.usherbrooke.ca. Acesso em: 11/06/2019.
LEONTIEV, Alexis. O desenvolvimento do psiquismo. Tradução Rubens Eduardo Frias. 2ª ed. São Paulo: Centauro, 2004.
THIOLLENT, Michel. Metodologia da pesquisa-ação. 13ª edição. São Paulo: Cortez, 2004.
SEVERINO, Antonio Joaquim. Metodologia do trabalho científico. 23ª Ed. São Paulo: Cortez, 2007.
VIGOTSKI, Lev Semyonovich. Problemas del desarrollo de la psique. Tradução de Madrid: Machado Grupo de distribuícion, 2013. Obras Escogidas – Tomo IV.
VIGOTSKI, Lev Semyonovich. Manuscrito de 1929. Tradução de Alexandra Marenitch. Educação e Sociedade, ano XXI, n. 71, julho 2000, p. 21-44.
VIGOTSKI, Lev Semyonovich. Teoria e método instrumental. Tradução Cláudia Scribner. 3ª Ed. São Paulo: Martins Fontes, 2004.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Larissa Gotti Pissinatti, Nerli Nonato Ribeiro Mori
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This journal provides open access to all of it content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. For more information on this approach, see the Public Knowledge Project, which has designed this system to improve the scholarly and public quality of research, and which freely distributes the journal system as well as other software to support the open access publishing of scholarly resources. The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
The Perspectiva allow the author(s) yo hold the copyright without restrictions as well as publishing rights. If the paper will be republished later in another format, the author(s) should inform that it has originally been published as article in Perspectiva Journal and quote the complete references.