Verbal-visual language and mediation in Vygotsky's socio-interactionist perspective

Abstract

This article aims to report a practical experience with the use of verbo-visual language, analyzing how pedagogical mediation and social interaction, articulated with this language and grounded in Vygotsky's socio-interactionist cognitivist theory, can contribute to the development of social literacy in elementary school students. This is a qualitative study in which an activity was carried out with a 5th-grade class, using an illustrative image of the story of "The Three Little Pigs" as a pedagogical resource and an individual essay as a data collection instrument. The analysis of the essays revealed that pedagogical mediation, associated with interaction among students, favored learning through the sharing of prior knowledge, in addition to stimulating reflections on the image, enabling new interpretations of the narrative and promoting social literacy. However, limitations were also identified in the textual productions in relation to the proposed teaching resource, which highlighted the need for greater interventions and the use of additional pedagogical strategies by the teacher in order to motivate and enhance the learning process.