"Pedagogical mediation: theory and practice in postgraduate studies", book launch
On December 06, the University of Azuay, together with the Faculty of Philosophy and Human Sciences and its Publishing House, presented the book “Pedagogical mediation: theory and practice in postgraduate studies” by Carlos Guevara, Daniel Prieto and Ambar Célleri; an event in harmony with the Sustainable Development Goals.
The event was attended by authorities, teachers, administrative staff and students from our university community, family and friends of the authors and the general public.
The event began with the words of Francisco Salgado, rector of the University of Azuay, who highlighted the importance of the presentation of a book on education in the framework of the celebration of the 40 years of the schools of education in the Faculty of Philosophy. In addition, he highlighted the importance of this book since it underlines the value of the opportune time in which we build the community, something that is closely linked to education.
The book was presented by Jorge Quintuña, a commentator on the work, who stated that education combats poverty and transforms human thought and action. He proceeded to explain various concepts and contents of the book. He also highlighted that the authors propose various reflections on pedagogical mediation, with the aim of forming objective, sensitive human beings who love the truth.
The official launch of the book was led by Carlos Guevara Toledo, dean of the Faculty of Philosophy and Human Sciences, who emphasized that the book is a fresh proposal for pedagogical mediation, causing an epistemological break in the classical conception of education, teachers, students and the community itself. He also highlighted the importance of promoting and supporting learning.
Finally, Ambar Célleri, coordinator of the Basic Education Schools and the Special Education School, highlighted that the work represents their shared passion for pedagogy, a path that the authors have traveled together. She also mentioned that the work underlines that mediating learning implies establishing a relationship based on collaboration, mutual respect, trust and faith in the potential of the other.
