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This paper discusses the different kinds of online mediation developed in the “Course of Practices of Reading and Writing in the Contemporaneity” forums by technical-pedagogical assessors (TPA) and other professionals with diverse disciplinary backgrounds, from different areas and levels of interventions in the public schools of Sao Paulo. Based on the assumption that the university training of the participants would lead to an optimized performance as opposed to those that had a basic training in the portuguese language, the article asks whether the teachers with training in this area would master the contents better and, therefore, have a more qualified intervention in the forums than the teachers with other backgrounds. The analysis of the answers from expected and unwanted elements, not confirming this hypothesis, recovers in another level, the concepts of online mediation and multiple literacies.

Mediações on-line em cursos de educação a distância os professores de língua portuguesa em questão