TEACHER MEDIATION IN THE RECOMPOSITION OF LEARNING IN READING AND WRITING IN THE 4TH GRADE OF ELEMENTARY SCHOOL

Abstract

This article analyzes teacher mediation in the process of learning recomposition in reading and writing in the 4th grade of elementary school, considering the Brazilian educational context and the guidelines established by official documents of the Ministry of Education. It is based on the understanding that learning recomposition requires intentional and systematic pedagogical interventions aligned with the National Common Curricular Base, focusing on the development of reading and writing competencies. The study discusses the importance of formative assessment, curricular reorganization, and the teacher’s role as mediator, articulating theoretical foundations of literacy, literacy practices, and reading strategies. Methodologically, a qualitative approach is adopted with document analysis and pedagogical reflection grounded in classical theoretical references in the field. The results indicate that teacher mediation, when guided by attentive listening, continuous monitoring, and contextualized practices, significantly contributes to overcoming learning gaps and strengthening student autonomy. It is concluded that the recomposition of learning in reading and writing depends on the centrality of the teacher as mediator of knowledge, articulating public policies, curriculum, and pedagogical practice.