ABSTRACT:
This article presents a reflection on teacher mediation within technical courses at a distance and its relation to quality formation. Based on the Historical-Cultural Theory (VYGOTSKY, 1931, 2007; DAVYDOV, 1988), using the pedagogical-didactic concept of mediation and the instrumental mediation of Lenoir (2014), a case study of three technical distance courses was made from within the federal network. It was observed that the working conditions presented could not support another form of teacher mediation, only instrumental mediation, since it requires minimal pedagogical, infrastructural and human resources. The difficulty most cited by the students was the absence of didactic mediation by a teacher who mastered the content. Core activities of teacher mediation such as dealing with content doubts and task orientation are relegated to tutors from diverse areas. It was concluded that teacher mediation and the pedagogical structure of the courses analyzed do not support integral formation, pointing more for the need to adapt Brazilian policies to those recommended internationally.
Keywords:
Professional technical education; Mediation; Distance education