A mediação nos processos de ensino-aprendizagem de língua inglesa: uma investigação histórico-cultural

Abstract

This study aims to investigate mediation in an English language teaching and learning material from a historical-cultural perspective. The research draws on Vygotsky (1984) concepts, particularly the principle of mediation, and Kumaravadivelu’s (2006) post-method pedagogy, which emphasizes pedagogical flexibility and adaptation to contextual needs. The analysis focused on a unit from the textbook “American Inside Out” (Kay; Jones, 2017) and aimed to identify modes of mediation within the proposed activities. The results indicate that, although the material provides a framework for English linguistic development, significant mediation and student agency heavily rely on the teacher's ability to adapt and contextualize the activities. It was also observed that, in the absence of explicit guidance to the possibility of textbook transformation, teachers might become dependent on the material, limiting the pedagogical potential of the lessons. Finally, considering such discussion and my experiences and teaching trajectory, an intervention is proposed to enhance the activities and foster more meaningful learning.