Resumo

TORRES VIGOYA, Fanny Stella. The Mediated Learning Experience and the Mediator’s Implications. profile [online]. 2005, n.6, pp.177-186. ISSN 1657-0790.

It is clear that educators can affect learning positively or negatively, that a personal or professional attitude will immediately change the awareness pupils have toward our classes. Furthermore, as educators, we can not encourage in our pupils the development of good cognitive and socioemotional strategies if we do not constitute ourselves as a model to be followed. On account of these considerations, this article focuses on what Feuerstein (1986) has termed “mediation”, its conditions and the mediator’s profile. Thus, as language teachers, we have to think about the way we could improve and enrich the experience we are offering our pupils in order to make them feel and be intelligent cognitively and emotionally.

Palavras-chave : Mediation, mediator; cognitive development; socioemotional development; intention; reciprocity; transcendence; meaning; competence; complexity; shared conduct; individuality; psychological difference; belonging; awareness.

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