Resumo

DOS SANTOS SOUSA MIRANDA, Gilmar; SALLES, Atílio Catosso; PEREIRA DE FARIA, Joelma  e  PIOLI, Márcio. New technologies as semiotic and cultural instruments of learning: a look from the cultural-historical perspective. Educação. Porto Alegre [online]. 2023, vol.46, n.1, e44803.  Epub 29-Abr-2024. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2023.1.44803.

Current research on the advance of new technologies has sparked broad discussions and debates about new educational designs and/or modalities, as well as discussions about transformations in the role of the educator. At the same time, questions about learning mediated by educational technologies are emerging. In an attempt to elucidate such questions, this study sought to understand how the principles of Cultural-Historical Theory can help in the teaching practice, in face of the emergence of new digital tools and instruments in the educational context. Thus, a possible dialog with the assumptions of the Cultural-Historical perspective is contemplated, incorporating the concepts of tools, mediation, learning, and development, from Vygotsky's theory, with the digital technologies present in everyday education, guided, then, by this theoretical and methodological approach, and based on a bibliographic research of articles that also seek this correlation. Thus, this bibliographic research, qualitative in nature, aimed to search and analyze articles that make this theoretical articulation between the main concepts of the Cultural-Historical perspective with the new technologies. We conclude that the Cultural-Historical theory can contribute to the studies about the mediation process and the use of technological instruments in education, as well as, a possibility of application of the Vygotskian assumptions to guide the teacher's practice, regarding the process of instrumentalization, mediation, teaching, and learning.

Palavras-chave : Cultural-Historical Theory; Technologies; Tools; Mediation.

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