Mediation, collaboration, and teacher education: experiences from the Alfaletrar project

Abstract

This text is the result of research carried out within the scope of the Graduate Program in Education at the State University of Minas Gerais (UEMG), entitled Network Formation and the Mediations Conducted by Teachers Representing the Literacy and Reading Center in the Alfaletrar Project. The article aims to present and discuss the analyses of pedagogical mediation practices developed by teachers of the Literacy and Reading Center within the framework of the Alfaletrar Project, a public policy implemented in the municipal education network of Lagoa Santa–MG. The methodological strategy used for the analyses was a case study, with direct observation and semi-structured interviews as data collection techniques. The results show that the mediations carried out are organized into four dimensions: (1) strengthening of network-based professional development; (2) collaborative definition of curricular goals; (3) horizontal partnership with classroom teachers; and (4) systematic monitoring of student learning. The analyses revealed that the mediation actions foster the articulation between theory and practice, promoting teachers’ professional development and contributing to improved student learning. Furthermore, the findings point to challenges for consolidating the model, such as the need for institutional time and adequate resources for mediation activities. It is concluded that the Alfaletrar experience represents a relevant example of educational public policy based on collaboration and continuing education, with potential for adaptation to different contexts, provided that local specificities are respected.