PEDAGOGICAL MEDIATION IN INCLUSIVE EDUCATION: AN ANALYSIS BASED ON VYGOTSKY’S SOCIOINTERACTIONIST THEORY

Abstract

This article analyzes the contributions of socio-interactionist theory to the organization of pedagogical practices aimed at promoting learning in educational contexts marked by diversity. It is an integrative literature review, with a qualitative approach, exploratory and descriptive in nature, developed from recent scientific productions. The methodological path involved defining the research problem, selecting and carefully analyzing the studies, as well as systematizing the data through content analysis. It is evident that the learning process is constituted in social interactions, mediated by cultural instruments, with emphasis on language, pedagogical intentionality, and the organization of educational experiences. In this context, the teacher's role is central in favoring the development of students' potential, especially when considering their specificities, trajectories, and sociocultural contexts. It is observed that pedagogical practices based on this perspective contribute to the construction of meaningful learning, by promoting the active participation of students and valuing their experiences. It is also noteworthy that these principles can be effectively applied in different educational contexts, including serving students with specific needs, such as those with hearing impairments, by considering their unique forms of interaction, communication, and knowledge construction. Strategies such as curricular flexibility, the use of visual resources, active methodologies, and the valuing of the affective dimension are fundamental to enhancing the educational process. However, challenges persist related to teacher training, the need to overcome traditional practices, and the guarantee of institutional conditions that support more dynamic and accessible pedagogical proposals. In short, the adoption of mediated and contextualized pedagogical practices contributes significantly to the integral development of students, fostering more equitable and participatory educational environments.