TEACHER MEDIATION AND THE USE OF DIGITAL TOOLS IN KNOWLEDGE CONSTRUCTION

Abstract

This article investigates teacher mediation and the use of collaborative digital tools in knowledge construction in the classroom, exploring how these resources redefine pedagogical interaction. The main objective is to analyze the contribution of these innovations to promoting a more engaging and participatory teaching environment, fostering the co-creation of knowledge. The methodology employed was bibliographic research, a systematic procedure for collecting and analyzing existing information, according to Oliveira's (2019) guidelines for conducting research. The study synthesizes that the integration of these tools enhances collaboration and autonomy, transforming the classroom into a space for continuous exchange, as CAMARA and SILVA (2025) and Narciso et al. (2024) describe. It is concluded that the strategic adoption of collaborative technologies is fundamental for developing essential 21st-century competencies, driving more dynamic education, as Viana (2022) sustains.