Mediação pedagógica com crianças em acolhimento institucional: a visão dos bolsistas do PET protagonismo juvenil

Abstract

This research study investigated the contributions of pedagogical mediation carried out by scholarship students from the Tutorial Education Program (PET) – Conexões de Saberes Protagonismo Juvenil, to the improvement of learning among children living in institutional care facilities in the city of João Pessoa, Paraíba, Brazil. Based on the premise that children in institutional care face specific challenges in their learning processes, this study aimed to understand how the activities developed by PET can contribute to overcoming these difficulties. The theoretical framework is structured around three main axes: learning difficulties among children in institutional care; pedagogical mediation as a tool for inclusion and support in learning; and the Tutorial Education Program (PET) and its contributions to learning in contexts of social vulnerability. Methodologically, the research adopts a qualitative approach, with an exploratory and descriptive nature. The data collection instrument consisted of semi-structured interviews conducted with eleven (11) PET scholarship students, within the time frame of 2024–2025. The data analysis technique employed was Bardin’s content analysis (2011). The results contributed to the improvement of pedagogical mediation practices in contexts of social vulnerability, to the training of university students involved in PET, and to the development of public policies aimed at ensuring the right to quality education for children in institutional care.