Resumo

SANTOS, Rodrigo Otávio dos; MOSER, Alvino  e  LIMA, Thereza. Hypertext as pedagogical mediation. Rev. Diálogo Educ. [online]. 2019, vol.19, n.61, pp.792-808.  Epub 31-Jan-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.061.ao04.

Hypertext is, by definition, a non-hierarchical, non-linear form of writing / reading that allows unlimited access to blocks of information linked to words, parts of text or images. In this paper, we will try to address some questions about hypertext and its use in the learning process. Thus, during the text that follows, we will define hypertext; we will discuss the question of mediation in learning and hypertext as an important mediator in contemporaneity. However, for hypertext to be a good mediator we will discuss cognitive load and the way digital youngsters behave at the time of learning. Thus, the objective of this article is to bring some reflections that, we believe, deserve to be considered and analyzed, for a better understanding of the phenomenon of learning mediated in the 21st century. The methodology is of a bibliographic nature, looking for authors in subsidies to base the hypertext as a mediator of learning. The aspects related to the cognitive load of hypertexts will be considered. The main results of our article, which is a theoretical essay, seek to promote a critical perspective regarding the cognitive load in the students. We also critically analyze the pedagogical issues of hypertext as mediation for digital youth.

Palavras-chave : Hypertext; Cognitive Load; Pedagogical Mediation.

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