O conceito de mediação Vigotskiano na psicologia: um estudo exploratório-descritivo

Abstract

This dissertation is linked to the research line: Subjectivities, Public Policies and Psychosocial Processes of the Postgraduate Program in Psychology – PPGP/UFAL and to the research group, “Epistemology and psychological science” of CNPq/UFAL. This is an exploratory-descriptive study, of the meta-synthesis type, on the concept of mediation from the Vygotskian perspective. The aim of this study is to describe the Vygotskian concept of mediation in psychology in contemporary authors. To this end, it presents the methodological approach adopted to compose the sample of articles that deal with the concept found on the platform, “CAPES journal portal”, since it is a reference in the production of academic articles and provides sufficient material for the present study. Taking as reference the dissertations of (BASTOS, 2014) and (FAÃO, 2020), three stages were carried out: exploration, refinement, description. 8n the exploration stage, 111 articles were found, from the areas: Philosophy (1), Sociology (1), Communication (1), Architecture (1), Physical Education (1) and, predominantly from Education (59) and Psychology (47). 8n the refinement stage, articles from Psychology were considered, without repetitions, totaling 31 articles, which were described in a later stage. Considering the articles from Psychology, the concept of mediation is present in five subareas: Historical-Cultural Psychology (19 articles), Developmental Psychology (3), Educational School Psychology (3), Political Psychology (3) and Socio-Historical Psychology (3). A significant predominance of co-authored productions was identified (25 articles), with a large percentage of authorship by women (58) of the total (69) authors. 8t was observed that the journals are qualified with Qualis A1 (15 articles), Qualis A2 (11), Qualis B2 (3), Qualis B3 (1) and without Qualis (1), and are linked, for the most part, to Federal and State Public Universities, as well as to other universities and institutions, among them: Brazilian Association of Political Psychology, Brazilian Association of School and Educational Psychology and foreign institutions. The school context is the main locus of the research developed. The concept presented stands out for its potentializing capacity to expand awareness; qualify learning; strengthen affective bonds; and be a constituent of higher psychological functions, such as: memory, voluntary attention, abstract thinking and logical reasoning. The concept is also presented in its variations: aesthetic mediation; semiotic mediation; affective mediation; audiovisual mediation; ideological mediation; mediating instruments and mediating materiality. Mediation is emphasized as a primary element for changes in higher psychological functions. Finally, it is considered that the methodological path mapped and described Brazilian and contemporary academic production, in its breadth of subareas and depth of conceptual appropriation of mediation in the field of knowledge of Psychology.