The teacher as mediator of language and literature learning

Abstract

The language and literature teacher facilitates the development of linguistic and critical skills, focusing on reading comprehension, written expression, and analysis. By adapting strategies to the current context and diverse learning styles, the teacher aims to help students construct their own meanings, fostering personal judgment and reasoning in a dynamic social environment. This research aims to examine the teacher's role as a mediator in the teaching process within the area of language and literature, seeking to optimize and enhance the holistic development of students by understanding learning styles and the limitations of the educational system. The study employs a mixed approach (qualitative and quantitative) with a documentary and field-based methodology. Surveys are used to gather primary data on the perceptions of students and teachers in basic education. The analysis involves descriptive and explanatory methods applied to a non-probabilistic sample of 29 participants. Most students positively perceive the environment of trust and the clear explanations provided by the language and literature teacher. However, 61.54% of students disagree with the teacher's constructive feedback, despite 66.67% of teachers claiming to provide constant feedback. This reveals a disconnection between the perceptions of teachers and students. Improvements in academic reinforcement strategies are needed.