PEDAGOGICAL MEDIATION IN MULTIMEDIA ENVIRONMENTS

Abstract

Pedagogical mediation in multimedia environments constitutes a strategic dimension in organizing technology-mediated educational processes, requiring reconfiguration of teaching practices and understanding of interactive dynamics between teachers, students, and digital resources. This bibliographic research investigates principles, strategies, and challenges of pedagogical mediation in multimedia contexts, considering interactivity, accessibility, and collaborative knowledge construction. The objective consists of analyzing foundations and practices of pedagogical mediation in multimedia environments, articulating contributions from Menezes, Menezes, and Candito (2024), Crepaldi and Santos (2021), and Rodrigues (2022), authors who examine processes of interaction, communication, and knowledge construction in digital educational spaces. The methodology adopted is based on Lakatos (2021) and Severino (2021), privileging documentary analysis and conceptual synthesis of recent productions on pedagogical mediation and educational technology. The results indicate the need for articulation between teaching competencies, environment design, and engagement strategies.