<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472022000200200</article-id>
<article-id pub-id-type="doi">10.14393/obv6n2.a2022-65930</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise de uma estratégia didática baseada na proposição de mediação em aulas de Biologia]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of a didactic strategy based on the proposition of mediation in Biology classes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ávila]]></surname>
<given-names><![CDATA[Márcia Garcez de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Selau]]></surname>
<given-names><![CDATA[Bento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Júlia Loren dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNIPAMPA  ]]></institution>
<addr-line><![CDATA[ RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[ RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Fundação Presidente Antônio Carlos  ]]></institution>
<addr-line><![CDATA[ Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472022000200200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472022000200200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472022000200200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Pesquisa que visou a analisar as ações que a professora-pesquisadora realizou para organizar uma estratégia didática baseada na proposição Vygotskyana de mediação descrita por Wertsch (2007). Pesquisa aplicada, que utilizou como procedimento metodológico a pesquisa-intervenção do tipo pedagógica. Os sujeitos foram 38 estudantes, de idades entre 16 a 19 anos, alunos do 2º ano do Ensino Médio; os instrumentos da coleta de dados foram observação participante e análise documental. O procedimento de análise textual discursiva suscitou os resultados que descrevem as diferentes verbalizações realizadas pela professora-pesquisadora em diálogo com os estudantes, com o intuito de estimular o debate e a aprendizagem sobre o conteúdo &#8220;impactos ambientais&#8221; nas aulas de Biologia. A discussão dos resultados aponta o alcance parcial das estratégias de mediação explícita e implícita.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research aimed to analyze the actions that the teacher-researcher carried out to organize a didactic strategy based on the Vygotskyan proposal of mediation described by Wertsch (2007). Applied research, which used pedagogical research-intervention as a methodological procedure. The subjects were 38 students, aged between 16 and 19, second year of high school; the instruments of data collection were participant observation and document analysis. The procedure of discursive textual analysis led to the results that describe the different verbalizations carried out by the teacher-researcher in dialogue with the students, in order to stimulate the debate and the learning around the content &#8220;environmental impacts&#8221; in Biology classes. The discussion of the results points out the partial reach of the explicit and implicit mediation strategies.]]></p></abstract>
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<kwd lng="pt"><![CDATA[Psicologia Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Mediação]]></kwd>
<kwd lng="pt"><![CDATA[Impactos Ambientais]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Psychology]]></kwd>
<kwd lng="en"><![CDATA[Mediation]]></kwd>
<kwd lng="en"><![CDATA[Environmental Impacts]]></kwd>
</kwd-group>
</article-meta>
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</article>
