![](bg4.png)
influence that pedagogical mediation had in the
professional performance of the student.
In this class, two aspects are highlighted:
Educational background of pedagogical mediator
and Influences of mediation on the professional
practice/training of the student. In the students's
conception, the pedagogical mediator, in their
training, must have knowledge on the learning
processes, didactic in distance education, and
theoretical and practical knowledge on the subject
they teach. The knowledge of the pedagogical
mediator in relation to learning processes are
intimately connected to the pedagogical and
communicational conception on which the course is
based. Within the skills that involve learning
processes, the students raised questions about the
commitment the mediator should have to student
learning.
Pedagogical mediation is the basis of the process of
teaching and learning and in a distance learning
course, and essential for the permanence of the student
and construction of knowledge (Ind_344 *Gen_F
*Turma_BA05)
With respect to didactic in distance education,
the students presented two aspects in their
statements,: the first, that the mediator needs to
know distance education how to use the interfaces
present in the virtual environment, and teach
students how to work with the environment's
interface, and enable student-mediator interaction in
the virtual environment. Another aspect to be
highlighted is the fact that many students had their
first contact with distance education and did not feel
confident in the navigation. It was up to the
pedagogical mediator to identify these students and
offer them support.
(…) it was very important, because I managed to learn
how to interact and handle the several tools and new
technological advances, besides entering the era of
digital inclusion, because I was ignorant on the subject
(*Ind_1092 *Gen_M *Turma_PB01).
Here we emphasize the importance of a mediator
who is a researcher, in the sense of always seeking
new media and new uses to share with students, as
well as encouraging them to develop an autonomous
way of learning, carrying out their own researches
according to their school routine.
The influence of mediation on the practical and
professional education portrayed by the students was
understood as reflection and performance in
classroom. The recognition of reflection as
something meaningful in the professional
performance of participants can be perceived in the
following statements:
Pedagogical mediation was precise, providing content
that brought reflection on the pedagogical
performance of each student in their working
environment, reevaluating practice (*Ind_1590
*Gen_F *Turma_RO03).
From the student's statements we can observe
that the influence of reflection was not attributed
only to the pedagogical mediator, but also as a result
of the whole course, being seen as a skill that was
developed be means of learning, collaboration, and
knowledge built during the specialization.
It is through the act of reflection that the teacher
feels the need to change their pedagogical practice
or, as was brought up by the students, their
performance in the classroom. It is not enough for
the teacher to only know how to work with
technologies, manipulate them, or include them in
the school routine and in the class plan if this
process is not accompanied by reflection. Their
performance in the classroom will not significantly
change.
Pedagogical mediation provided some didactic
innovations that facilitated my teaching practice.
(*Ind_1957 *Gen_F *Turma_SP04)
4.2 Analysis of Class 2 – Motivation
Strategies
Class 2 is hierarchically superior to Classes 1 and 4
and contains 44% of the analysed UECs. We
identified in this class UECs related to the mediator
as someone who motivates the student during the
course and about the assessment strategies used by
the mediator. We also found statements from
students who attributed to the mediator their having
been able to complete the course.
We note a division between two larger groups,
with the first one also divided (Classes 1 and 4). The
meanings present in the first group (Class 2) are: the
importance of the mediator in the conclusion of the
course, based on the radicals mediator+, essent+,
importance+ [mediador+, fundament+,
importancia+]; and the characteristics or attributions
of the mediator in order for them to motivate the
student, which we identified through the radicals
competent+, sympathetic+, drop+, congratulations+
[ competent+, compreensiva+, desist+, parabéns+];
and support from the mediator for the student to
conclude the specialisation, present in the words
slogans drop+, support+ conclu+ initi+ [desist+,
apoi+ conclu+ inici+]. In the second group (Classes
1 and 4), in turn, it became clear the meaning of the
importance of monitoring the performance of the
student by the mediator throughout the course and
the strategies used in this, considered through the
CSEDU2014-6thInternationalConferenceonComputerSupportedEducation
320