TEORIAS DA APRENDIZAGEM: implicações para as mediações pedagógicas em salas de aula presenciais ou virtuais

• DOI: https://doi.org/10.22533/at.ed.54424181112

• Palavras-chave: Teoria da Atividade. Aprendizagem. Mediação Pedagógica

• Keywords: Activity Theory. Learning. Pedagogical Mediation.

• Abstract: The present work is constituted as a theoretical essay on the main Theories of Learning as guiding elements of pedagogical practice with the purpose of understanding, in a more systemic and integrated way, the events that occur in classrooms, especially in the domains of teaching and learning. of student learning, whether in physical or virtual spaces. The main Theories of Learning are highlighted: Behaviorism, Cognitivism, Constructivism and Leontiev's Activity Theory, in addition to Dialogical Learning. The text was structured in order to discuss the pedagogical implications for the learning of Behaviorism, Cognitivism and Constructivism, the correlation between the motive and action of Leontiev's Activity Theory and the relevance of interaction for dialogic learning. The discussion made it possible to consider that the events that occur in physical or virtual classrooms involve above all motivation, since every action entails operations as developed by Leontiev (1878). Activity Theory is a system consisting of mediating elements: physical or virtual environment, planning, techniques, procedures, interfaces, legislation, which are modified and change the nature that are articulated by the actions of the activity undertaken by teachers, through mediations between students and the object of knowledge.