A mediação didática como fundamento para o ensino e a pesquisa em educação geográfica

Abstract

This article systematizes and discusses the concept of didactic mediation as a theoretical-methodological foundation for research in Geographic Education, considering its connections with the construction of knowledge in Geography Didactics and with the strengthening of methodological bases for the education of the teacher-researcher and for the teaching of the discipline. Although didactic mediation is recurrent in studies on teaching, reflections on its potential as an analytical and methodological category in Geographic Education research are still incipient. The study is grounded in the assumptions of Cultural-Historical Theory and in the analysis of supervision processes of master’s dissertations and doctoral theses that adopted didactic mediation as a structuring category. As a contribution, the paper argues for expanding the status of didactic mediation, proposing its understanding also as a methodological foundation for qualitative research in Geographic Education.