<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442022000100261</article-id>
<article-id pub-id-type="doi">10.5902/1984644461437</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mediação da atividade pedagógica na apropriação e na objetivação dos conteúdos escolares]]></article-title>
<article-title xml:lang="en"><![CDATA[Mediation of pedagogical activity in the appropriation and objectivation of school contents]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Elayna Maria Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Eliana Sousa Alencar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[ Piauí]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[ Piauí]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100261&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Com base no entendimento de que a atividade pedagógica desenvolvida na escola é mediação indispensável para formação de novas funções psicológicas superiores dos estudantes, este artigo analisa significações produzidas por professores acerca do potencial da atividade pedagógica como mediação no processo de apropriação e objetivação dos conteúdos escolares no Ensino Médio. Ancorada na Psicologia Histórico-Cultural e na Pedagogia Histórico-Crítica, é resultado de pesquisa-formação realizada em estudos de mestrado, envolvendo professores e alunos de uma escola filantrópica da cidade de Teresina-PI, que participam de projeto de extensão universitária. Os instrumentos utilizados na produção das informações que serviram como corpus empírico foram sessões de estudo e reflexão crítica, com base em textos previamente selecionados e entrevista reflexiva. Como procedimento de análise, adota a análise textual discursiva. As significações produzidas pelo participante da pesquisa revelam que a atividade pedagógica ganha outra qualidade quando favorece aos estudantes (singularidades) apropriação dos conteúdos científicos mediada pela dimensão afetivo-cognitiva, ou seja, pelo que sentem e pensam a respeito da sua realidade, objetivando novos modos de ser e de existir, sobretudo quando conseguem realizar inferências analógicas entre conhecimento científico e vida cotidiana. A apropriação e a objetivação dos conteúdos científicos na escola medeiam o desenvolvimento dos estudantes à medida que os levam à produção de novos questionamentos que se traduzem em novas relações com a realidade social e histórica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Based on the understanding that the pedagogical activity developed at school is an indispensable mediation for the formation of new higher psychological functions of students, this article analyzes meanings produced by teachers about the potential of pedagogical activity as mediation in the process of appropriation and objectification of school contents in High school. Anchored in Historical-Cultural Psychology and Historical-Critical Pedagogy, it is the result of research-training carried out in master's studies, involving teachers and students from a philanthropic school in the city of Teresina-PI, who participate in a university extension project. The instruments used in the production of information that served as an empirical corpus were study sessions and critical reflection, based on previously selected texts and reflective interviews. As an analysis procedure, it adopts discursive textual analysis. The meanings produced by the research participant reveal that the pedagogical activity gains another quality when it favors students (singularities) appropriation of scientific content mediated by the affective-cognitive dimension, that is, by what they feel and think about their reality, aiming at new ways of being and existing, especially when they manage to make analogical inferences between scientific knowledge and everyday life. The appropriation and objectification of scientific content at school mediate students' development as they lead them to the production of new questions that translate into new relationships with social and historical reality.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Atividade pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Apropriação e objetivação.]]></kwd>
<kwd lng="pt"><![CDATA[Conteúdos científicos.]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical activity]]></kwd>
<kwd lng="en"><![CDATA[Appropriation and objectification]]></kwd>
<kwd lng="en"><![CDATA[Scientific content.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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