docente de aula y el uso de mediación en los procesos de ense？anza y aprendizaje

this article presents a vision of how first stage elementary school teachers use mediation in the learning-teaching processes. the research was performed within the framework of educational psychology and the paradigmatic perspectives of two approaches: social-cultural and cognitive constructivism. the sample consisted in 10 teachers at two public schools, to whom we applied an instrument similar to a questionnaire, previously validated through the kuder-richardson method and through finding out how difficult the construction of the items of the instrument would be, determined also in a pilot study. the results show that these classroom teachers were able to identify fifteen pedagogic uses of mediation; but they don？t apply the social-cultural mediation that involves superior level language usage, even though they use some convenient elements of the language that come from the use of the "currículo básico nacional de 1998" in the classroom.