La Teoría Histórico-Cultural de la Actividad como artefacto mediador para construir Intervenciones e Indagaciones sobre el Trabajo de Psicólogos en Escenarios Educativos
Abstract
El objetivo es presentar categorías de la Teoría Histórico-Cultural de la Actividad como caja de herramientas para construir indagaciones e intervenciones vinculadas al trabajo de Psicólogos y otros Agentes en escenarios educativos. En el marco de problemas cruciales de agenda psicoeducativa, como el de las unidades de análisis, se introduce la Teoría de la Actividad en su primera, segunda y tercera generación y “más allá”, como Engestrom caracterizó su desarrollo histórico. Se presentan similaridades y diferencias con conceptualizaciones de autores de perspectivas socio-cultural e histórico–cultural, originadas en el pensamiento de Vygotsky, como Cole, Rogoff, Wertsch, Chaiklin, Daniels y Edwards, tanto en relación a la Psicología del Desarrollo como al giro relacional en la experticia. Se despliega la Teoría como artefacto mediador para construir investigaciones psicoeducativas en curso sobre violencias en escuelas desde la perspectiva de los actores y participación de psicólogos en configuraciones de apoyo entre Educación Especial y Escuela Común. Finalmente, conceptualizaciones y figuras diseñadas por Engestrom y Yamazumi, en la post-generación de la Teoría, permiten analizar procesos de vinculación e intercambio entre Universidad y Escuelas para la inclusión y calidad educativas, en los que participan psicólogos en formación y formadores de la Universidad Nacional de La Plata.
The aim is to present categories of Cultural-Historic-Activity-Theory as a tools cage for the building of research and interventions related to Psychologists and other Agents´ work in educational stages. In the frame of central problems of the psycho-educational agenda, as the units of analysis, the Activity Theory is introduced in its first, second and third generation and beyond, as Engestrom depicted its historical development. Similarities and differences are presented between Activity Theory and conceptualizations of different authors of socio-cultural and cultural-historic perspectives, both founded on Vygotsky thought, linked to Development Psychology and to the relational shift in expertice, as Cole, Rogoff, Wertsch, Chaiklin, Daniels and Edwards. The Activity Theory is displayed as a mediating artifact for building current psycho-educational research about violences at school from the perspective of social actors and about psychologists and other agents´ participation in supportive configurations between Special Education and Common Schools. At last, figures and conceptualizations drawn by Engestrom and Yamazumi in the post-generation of the Theory, allow to analyse processes of linking and exchange between University and Schools for educational enhancement and inclusion, in which psychologists in modeling and tutors of La Plata National University are participating.
Downloads
Metrics
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in this journal accept the following conditions:
- Authors retain the copyright and assign the right of first publication to the journal, with the work registered under a Creative Commons attribution license (CC-BY), which allows third parties to use what is published whenever they mention the authorship of the work and the first publication in this magazine.
- Authors can make other independent and additional contractual agreements for the non-exclusive distribution of the article published in this journal (e.g., include it in an institutional repository or publish it in a book) as long as they clearly indicate that the work was published for the first time in this magazine.
- Authors are allowed and encouraged to publish their work on the Internet (e.g., on institutional or personal webpages) before and during the review and publication process, as it can lead to productive exchanges and greater and faster dissemination of published work (see The Effect of Open Access ).