Resumo

LARRIPA, Martín  e  ERAUSQUIN, Cristina. Activity Theory And Mental Models: Tools For Reflexion On The Professional Practice: "Expansive Learning" Shared Cognition And Transformation Of Intervention Of Psychologists And Other Actors In Educative Scenarios. Anu. investig. [online]. 2008, vol.15. ISSN 1851-1686.

Professionals interventions by psychologists, teachers and other agents in public and private schools of the city and the suburbs of Buenos Aires are studied using two units of analysis: third generation of activity systems (Engeström) and mental models in educational contexts (Rodrigo, Van Boven & Thompson). Tensions and conflicts intra and inter systems of activity, expansive learning, cognitive change and exchange in sociocultural stages are embedded with narrations about mental models generating artifacts for research and for reflection over intervention practices. Descriptive and exploratory study of ethnographic perspective, by re-working on qualitative analysis based on deep interviews and Questionnaires on Situations Problems of Professional Intervention administered to psychologists and teachers (Erausquin). Discursive convergences and differences are analyzed between different agents on problems and interventions with third generation of activity theory. Difficulties and possibilities for construction of common objects-aims of activity and shared mental models like senses entwined each other are investigated.

Palavras-chave : Activity systems; Mental models; Expansive learning.

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