MEDIATION AND INTERACTION IN DEVELOPMENT OF ORAL EXPRESSION IN THE DISTANCE LEARNING MODALITY

Abstract

This work aims to reflect on mediation, both pedagogical and technological, as well as on the interaction process for understanding these concepts in tutoring practices in a perspective that comes from social interactionism, as we consider the social aspect of language. To this end, Vygotsky (1989), Bakhtin (1997), Ostermann and Cavalcanti (2010), Koll (2010), Kenski (2003), Saraiva (2010), Tonelli-Santos (20013), Bauman (2001), Souza (2005), Ubry (2010), and Neder (2005) were consulted. For the theorists who support the research, learning takes place through mediation and interaction with other people and artifacts. Thus, one can see in social interactionism a support for continuing education in language teaching and, consequently, an online focus for its development. This is a bibliographical research of a qualitative nature that involves and discusses issues relevant to the development of oral expression in foreign language teaching in the distance learning modality. The result showed that it is necessary to use not only Moodle, but a communication platform such as Google Meet or Skype to develop oral expression. However, it is necessary, above all, a practice of pedagogical mediation to use the tools and take ownership of them and develop the content. The tutor/teacher must undergo training that provides them with pedagogical and technological knowledge to interact with students, since it is in the interaction with teachers, colleagues, artifacts and society that the student will be able to develop oral expression in different discursive contexts.