This work was an intervention in Educational Psychology with a teacher and 21 children in a Child Care Institution. The group investigated was not considered as part of the institution and the teacher did not know what to do with the children. Based on the presupposition of the historical-cultural psychology, the objective of this work was to change the teacher's comprehension of concept of mediation, as well as to give new meanings to the relations in the classroom, focusing the processes of learning and development. The intervention was done in the classroom with the teacher and the children, during 12 encounters elaborated in cooperation with the teacher, having the objective of creating Zones of Proximal Processes as a procedure of intervention. In the end of the encounters it was possible to perceive changes in the interactions between teacher and children, they occupied different places in the classroom, played different roles and so new meanings to the interactions were given.
historical-cultural psychology; zone of proximal processes; teacher-children interactions