Mediação cultural

This paper aims to analyze the Pedagogue’s field of activity in non-formal education spaces focused on the role of the Cultural Mediator. The methodology, of qualitative and documentary nature, brings as object of data collection the criteria used by the 33rd Biennial of Sao Paulo 2018 - Affective Affinities, for the hiring of Cultural Mediators. In the development of this study, the term Cultural Mediation is presented through ethical and aesthetic concepts, based on authors such as Martins (2012a, 2012b), Gohn (2014), Duarte Jr. (2010), Bauman (2001), Hernandez (2009), among others. The work of the Cultural Mediator requires interaction, dialogue, exchange, something increasingly difficult in the society called by Bauman as liquid modernity. We start from the assumption that Education has a social and political function and, in this scenario, we must eliminate inertia and relational coldness, seeking an attitude of emancipator master, as Ranciere (2013) tell us. Thus, this text presents Cultural Mediation as a possibility to cover potential circuits for the development of affective relations and ethical and aesthetic attitudes expected in the educational field.