TECHNOLOGIES AND PEDAGOGICAL MEDIATION IN EXPERIENCES WITH EDUCATIONAL PLATFORMS

Abstract

This research investigates the relationship between pedagogical mediation and the use of digital educational platforms in basic education, focusing on the teacher’s role in addressing the challenges and opportunities of digital culture. Based on a qualitative approach and bibliographic foundation, the study analyzes how the intentional use of platforms can enhance active methodologies, foster personalized learning, and support the development of more meaningful educational experiences. In this context, pedagogical mediation requires not only technical skills but also critical awareness, active listening, and formative planning. As Bezerra and Lima (2019, p. 3) point out, digital technologies should be seen as allies in the teaching process, without replacing pedagogical intentionality. The results reveal challenges related to infrastructure, teacher training, and curricular integration of technologies, but also highlight successful experiences in which platforms promote student autonomy and strengthen digital culture in public schools. It concludes that pedagogical mediation in educational platforms demands ethical conduct, didactic sensitivity, and a strong commitment to student learning, establishing itself as a strategy for improving teaching in diverse educational contexts.