EDUCATIONAL DIAGNOSIS AND PEDAGOGICAL MEDIATION IN DIGITAL CONTEXTS: INSTITUTIONAL AND HUMAN CHALLENGES IN CONTEMPORARY EDUCATION

Abstract

This article analyzes educational diagnosis and pedagogical mediation in digital contexts, considering the institutional and human challenges facing contemporary education. It starts from the understanding that the incorporation of digital technologies into educational processes is not limited to the adoption of tools, but implies transformations in educational management, pedagogical practices, and the relationships between teachers and students. The research adopts a qualitative, bibliographical approach, analyzing academic productions that discuss school management, virtual learning environments, active methodologies, and technology-mediated pedagogical mediation. The methodological approach involved the intentional selection of relevant works, analyzed interpretatively and organized into thematic axes related to institutional diagnosis, teacher mediation, and human challenges in digital education. The results show that educational diagnosis is a strategic instrument for understanding institutional reality, allowing the identification of weaknesses, strengths, and conditions for implementing technology-mediated pedagogical practices. Pedagogical mediation, in turn, proves to be a structuring element for the quality of learning in virtual environments, requiring intentionality, planning, and sensitivity to interactive dynamics. The discussion points out that the articulation between educational diagnosis and pedagogical mediation contributes to greater coherence between management and teaching practice, favoring more contextualized educational processes. It is concluded that the integration between institutional planning and pedagogical mediation is fundamental to facing the challenges of education in digital contexts, recognizing the centrality of human relationships in formative processes.