Abstract
The aim of this article is to reflect on mediation training from the point of view of methodology, analysing the vital variables with regards to the programming of the teaching-learning process, as well as the characteristics and tools which feature in mediation. A proposal which allows us to understand teaching as a conflict situation that gives a boost to the growth, formulates questions with a capacity for change, creates space for cooperative action and creates opportunities for change and development in all three aspects: cognitive (knowledge), emotional (attitude) and behavioural variables (skills). A work proposal that, as occurs in mediation, confides the responsibility of its advances to the participants and installs in them an operating method which is capable of transforming difficulties into goals for change, in an attempt to combine theory and practice.
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