Mediação pedagógica: uma estratégia para a construção de sentido em eventos de leitura.

Abstract

This paper aims to reflect about the mediation as a strategy for construction of meaning in reading events in the classroom. And specifically discuss about the mediation as a reading strategy, indicating how it can facilitate to the development of reading competence and identifying verbal framings and knowledge, in addition to the Zone of Proximal Development as linked aspects of mediation. We assume that the mediation can contribute as a strategy for construction of meaning in reading event in the classroom. Therefore, we sought theoretical support in school sociolinguistic who understands reading as a social interactionist process. This is a bibliographic research, since it seeks to verify the consistency of the proposal of reflection concerning mediation as a building strategy of meaning in reading events, exploring the reading strategies and the process of interaction that is established in classroom aiming at reading competence through an existing literature.