Teoría de la Actividad histórico cultural

A building collapse is one of the worst safety scenarios in civil construction. These accidents involve high costs, and their analyses are traditionally based on methods which are restricted to the immediate causes. Currently there is an increasing adherence to the concepts and methods of systemic accidents analysis. Accidents are understood as events with origins rooted in the system history with an emphasis on strategic choices of technologies, materials, and organization and management of the workforce. This study aims to understand the processes that led to the accidents during an airport terminal construction and help actors to learn and reformulate the activity system of construction to prevent new accidents in the future. For this purpose, a formative intervention inspired by the Change Laboratory (CL) method was conducted. There are five principles that support the CL: cultural mediation theory of human actions, multi-voicedness of activity systems, historicity, central role of contradictions as sources of change and development, and possibility of expansive transformations in activity systems. Ethnographic data were used as mirror data, and were obtained by interviews, observations and document analysis. The CL requires the creation of a collaborative environment and that those who develop activity within the system voluntarily participate. Thus we have an activity system as the unit of analysis. The subject is the consortium and its object is the construction building. Some rules and regulations are given by the government and others internal rules are given by the consortium. Some tools mediate it like schedule, financial resources, materials, executive project, equipment, industrial instruments and meetings. The community is made up of shareholders, concessionaire, local community, stakeholders and government institutions. The division of labor is composed of constructive division, teams division, several departments such as administration, safety, engineering, planning and production. The researchers act as leaders, who is dealt with the task of organizing the collected information in accordance with the theoretical principles and the method concepts, and to support the members of the unit of analysis in their task of preparing systemic diagnosis of the situation and developing a proposal for overcoming the existing problems. To create new solutions, the mirror data supported six sessions along with fifteen participants from different departments. The method stimulates the following learning actions: a) questioning critical aspects of existing knowledge and practices, b) historical analysis of the situation and current empirical analysis explaining the problems, c) designing new solutions d) Testing and applying these solutions. Preliminary results: Many problems concerning the construction site appeared during the CL sessions with emphasis on three severe work accidents and the rise in production and time pressures resulting in work intensification, extra working hours and safety vulnerabilities. The time dimension is something important to be considered in this activity system. A contradiction was found between the rule that limits the time and the complex object which requires planning and a more detailed implementation. Contract rules set by the government defined that the airport should be built within an impractical timeline. The specified period for delivery of work was 24 months. According to participants, this would be the time required just to prepare the detailed executive project. Changes in government regulations of contracts for construction sites and the deadlines led to initiating construction without an executive project under the consortium management, which chose to outsource multiple projects, so that the development of these activities started to take place unsynchronized and in a accelerated rhythms resulting in multiple delays, rework,
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improvisations, project changes and adjustments, putting at risk the intrinsic structural safety. Therefore, the appropriate means for building a construction site of this complexity were not available in the prescribed time. The internal operating rules of the consortium also had contradictions with the object, division of labor and tools available. The consortium was formed by different companies with different cultures, tools and rules in place for interacting at the airport construction site. The building itself began to be constructed by employees of different companies working together for the first time under the context of time pressure and without management tools available to facilitate communication and coordination need to create a collaboration required for the complexity of the object. The situation was compounded by a management strategy that focused on the outsourcing of construction activities. Outsourced companies had been contracted hastily and, without the expertise and previous preparation of their own workforce, were unprepared to perform the core tasks of building. Racing against time, accidents and crises had led to further delays, which resulted in four shift of directors, generating more instability that ordered more time for the adjustments. As a result, this vicious cycle of accidents can be seen as predictable abnormalities, which may be far more serious, if it was not for the commitment of professionals who struggled daily to control and adjust the incessant crises and increasing variability. After the analysis of the contradictions of the activity system, the participants recommended as a solution to the bidding process that it should be shortened and should be based on techniques along with pricing. During the construction process there should be weekly meetings with all sectors and inside of each sector; strengthening monitoring; a more wide ranged communication matrix; reduction of bureaucracy; teamwork; specific and continuous training for all areas and improved management of outsourced companies. The CL, as a systematic learning process may help to understand and change the construction activity system. For this process to be efficient it is important that the sessions should be planned to provoke agency from the participants and stakeholders. This study is ongoing and the results presented are preliminary. At the moment an in-depth analysis is being conducted to understand contradictions and the activity system. This construction site had a short period, and many local actions could not be implemented. After the sessions, some meetings have been planned with others institutions in order to discuss the results and implement political actions. The project is supported by Research Foundation of São Paulo State (FAPESP 2012-04721-1), CNPq Foundation and CAPES Foundation.

Evald Vasílievich Iliénkov y el fin de la fllosofía clásica soviética E ste ensayo nos retrotrae a un momento que, separado de nosotros en el tiempo por una generación, es a pesar de ello tan extraño para los cubanos de hoy, como si desde entonces hubiera pasado un siglo entero. Y, sin embargo, este fue el preludio de otro «especial» período; y cuanto ha sucedido desde entonces en nuestro país viene a ser, en gran medida, el vestigio del Período especial. Según la periodización sugerida por Joaquín Santana (1995: 29), 1 en Cuba después de la Revolución nos encontramos en la tercera etapa de la filosofía (marxista), etapa marcada por la crisis del marxismo, que comienza a sentirse intensamente a partir de 1991. Retrotraigámonos a la fase de transición de la segunda etapa (mayor acercamiento a la URSS) a la actual. Lo primero que llama la atención de ella es su vertiginosa velocidad. No en vano, en su exquisito y «fabulado» ensayo «Iliénkov in memoriam», Gilberto Pérez Villacampa (1996) aseguraba que su generación «ya tiene derecho a hacer memorias, aun cuando todavía ande llegando, o un poco sobrepasando los treinta» (61). Hoy esta generación de viajes anecdóticos a la URSS ya peina canas. Antes de la Perestroika, en nuestro país imperaba la fe en la inevitabilidad del triunfo del comunismo a escala planetaria y, respectivamente, de la filosofía asociada a él: el marxismo-leninismo. «Fe» compartida no solo por los profesionales relacionados directamente con el marxismo, sino también por la inmensa mayoría de los cubanos. Este fenómeno no fue gratuito, el contexto lo justificaba perfectamente. El «fantasma» del comunismo ya no rondaba únicamente Europa, como en tiempos del Manifiesto comunista, sino que había penetrado en todos los rincones del mundo. Los Estados Unidos habían sido derrotados en Vietnam. En África, varios países se declaraban socialistas. La revolución filomarxista que derrocó a la monarquía feudal en Afganistán y la revolución antiyanqui de Irán cambiaban la correlación de fuerzas en el Medio Oriente. En Nicaragua triunfaba el sandinismo. En El Salvador, un movimiento guerrillero marxista gozaba de considerable fuerza. China comenzaba a despuntar como potencia mundial. Y el «bloque» de la URSS y sus aliados europeos parecía un coloso inexorable. En fin, era un espíritu confiado el de los orgullosos marxistas de aquella época contradictoria, 2 en la que «Cuba se sujetó ideológicamente a la URSS y consideró antisovietismo y diversionismo ideológico todo lo que se diferenciara de esa sujeción» (Martínez Heredia, 1995: 25). De pronto, tras el fallecimiento de varios viejos secretarios del Partido Comunista de la Unión soviética (PCUS), toma el poder Mijaíl Gorbachov. Adviene una cadena de eventos que, como avalancha, primero lentamente y después a una velocidad cada vez mayor, culminan en la desaparición de la URSS, del campo

Esta breve introducción procura dar cuenta de tres temas que marcan buena parte de la  obra de Benjamín Carrión y que, de manera persistente, fueron objeto de su atención. Estos temas son el escritor, el Ecuador y la Casa de la Cultura Ecuatoriana.

Resumen: El trabajo es la piedra angular en la comprensión marxista sobre el ser humano y la naturaleza de su pensamiento. Esto es cierto tanto desde el punto de vista filogenético como del ontogenético. El presente artículo intenta introducirse en esa comprensión partiendo de las ideas de Marx y Engels vistas desde el prisma de la teoría de la actividad. El pensamiento específicamente humano sólo surge cuando el individuo subjetiva las formas socio-históricamente desarrolladas de interactuar con la realidad inscritas en los objetos externos que componen el sistema de la cultura. Esta apropiación tiene lugar no sólo mediante el uso de artefactos, sino también mediante las relaciones que el individuo establece con otros seres humanos en la actividad cotidiana. Casi al final del trabajo, se hace un análisis filosófico de la experiencia educativa con niños ciego-sordo-mudos bajo la dirección de A. I. Meshcheryakov que proporciona un caso paradigmático demostrativo de las tesis sostenidas.
Abstract: Labour is the cornerstone of Marxist understanding of the human being and the nature of his thought. This is true both from the phylogenetic and the ontogenetic point of view. The present article tries to introduce itself in that understanding starting from the ideas of Marx and Engels seen from the prism of the activity theory. The specifically human thought only arises when the individual internalizes the socio-historically developed forms of interaction with reality inscribed in the external objects that constitute the system of culture. This appropriation takes place not only through the use of artifacts, but also through the relationships that the individual establishes with other human beings in daily activity. Near the end of the paper, is made a philosophical analysis of the educational experience with blind-deaf-mute children under the direction of A. I. Meshcheryakov that provides a paradigmatic demonstrative case of the sustained theses. Palabras clave: Marx, Engels, trabajo, teoría de la actividad, humanización.

This article analyses biases in algorithmic driven decision-making systems in education from the Activity Theory of sociocultural tradition. First, it is identified how the sources of biases (theoretical, methodological, by interpretation, by decontextualization and by data training) are distributed in the elements of the analytical unit as well as in the systemic time. Consequently, the algorithm is not treated as a mediating artifact biased in itself, but biases are reflected in it and are linked to the practices carried out by the subjects involved in the systemic reality studied. Second, when the activity system in movement and its contradictions are considered, the performative effects of the biases in future practices are detected, as well as fluctuations of the positions (subject-mediating artifacts) showing that sometimes the subject of the decision-making process is controlled by the human and, in others, by the machine. Third, it is presented the results of a Systematic Literature Review that allows us to explore the ways in which the Journal of Learning Analytics community approaches the subject of biases according to the bias-sources classification previously constructed.

O presente trabalho discute o papel da brincadeira no desenvolvimento psicológico da
criança pré-escolar, o texto é parte integrante da pesquisa em andamento do trabalho de conclusão de
curso dos referidos autores, tem como fonte de análise as obras de VIGOTSKI (1984, 2000, 2001,
2006, 2007,2009, 2004, 1996) e de pesquisadores vigotskianos. No primeiro momento do trabalho
iremos conhecer a teoria histórico-cultural e seus pressupostos teóricos mais gerais, no segundo
momento compreender o que caracteriza o período pré-escolar do desenvolvimento infantil, no
terceiro as implicações e relevâncias educacionais e concluímos com reflexões sobre as contribuições
do tema debatido. O presente estudo apresenta algumas das contribuições que a teoria históricocultural
trouxe para os profissionais da educação, mais especificamente educadores do ensino infantil,
pois por meio da brincadeira a criança se desenvolve, um desenvolvimento que não se restringe a
maturações biológicas, mas um desenvolvimento cultural e qualitativo.
Palavra-chave: Brincadeira, Vigotski, desenvolvimento cultural, educação infantil, pedagogia.

Fenomenología de la idea: la dialéctica del pensamiento humano Phenomenology of the idea: the dialectics of human thought Resumen: La forma específica del pensamiento humano, lo ideal, es una relación de representación objetiva donde un objeto material es transformado por la actividad humana en un representante de las leyes de existencia de otro. Esta distinción se descubre después de que el individuo se sirve de la experiencia históricamente acumulada por las generaciones precedentes para orientar su acción y estructurar racionalmente su voluntad. Por ello, el individuo humano posee la peculiaridad de nunca estar solo ante la realidad; cuenta con el pensamiento universal como aliado en su interacción con ésta, tomando su propio pensamiento como objeto de crítica desde el punto de vista suprapersonal de las conquistas del pensamiento de la humanidad. Sin embargo, el hombre puede reflejar las determinaciones esenciales de la cosa mediante la forma de la idea mucho antes de ser ésta descubierta, esto es, antes de tomar su propio pensamiento como objeto de análisis crítico. Lo ideal surge en los marcos del ciclo objetivación-apropiación de la actividad práctica socio-histórica y materialmente condicionada, del trabajo. Palabras clave: teoría de la actividad, lo ideal, pensamiento humano, dialéctica, Iliénkov. Abstract: The specific form of human thought, the ideal is a relation of objective representation where a material object is transformed by human activity into a representative of another's laws of existence. This distinction is discovered after the individual uses the historically accumulated experience to guide his action and rationally structure his will. Therefore, the human individual has the peculiarity of never being alone before reality; he has as an ally universal thinking in his interaction with it, taking his own thought as an object of criticism from the suprapersonal point of view of the conquests of human kind thought. However, man can reflect the essential determinations of the thing by the form of the idea long before the latter is discovered, that is, before taking his own thought as an object of critical analysis. The ideal arises within the framework of the objectification-appropriation cycle of the socio-historical and materially conditioned practical activity of work. La idea es "verdad". La idea, es decir, la verdad como proceso-porque la verdad es un proceso-, pasa, en su desarrollo (Entwicklung), por tres etapas: 1) la vida; 2) el proceso de conocimiento, que incluye a la práctica humana y la técnica; 3) la etapa de la idea absoluta (es decir, la verdad completa). La vida da nacimiento al cerebro. La naturaleza se refleja en el cerebro humano. Mediante la verificación y la aplicación de la exactitud de esos reflejos en su práctica y en su técnica llega el hombre a la verdad objetiva. V. I. Lenin1 1. Dialéctica y pensamiento humano Es notable que Engels encuentre "cierto sentido"2 en la distinción hegeliana entre entendimiento y razón3 precisamente porque considera como pensamiento racional (humano) sólo al pensamiento dialéctico. En otras palabras, para Engels, únicamente en tanto dialéctico el pensamiento deviene específicamente humano. Y este último aparece solamente "al llegar a una fase relativamente alta de desarrollo [histórico] ([con] los budistas y los griegos)..."4. Se trata, en efecto, de una osada afirmación que a muchos podría parecer imprudente. Implica que aquellos pueblos que no conocieron la dialéctica filosófica (v.gr. los precolombinos), no alcanzaron la forma que distingue cualitativamente al pensamiento humano del animal. Antes de esto y sin esto no hay todavía un pensamiento específicamente humano. Hay solamente formas de la psiquis que son su premisa prehistórica, es decir, formas de conciencia "gregaria", comunes tanto al hombre como al animal. Y como última (y superior) fase del desarrollo de esta conciencia "gregaria" interviene precisamente la cosmovisión mitológica y religiosa, en cuya superación crítica surge el pensamiento especialmente humano y la filosofía como órgano de esta autoconciencia5.

The article presents some central aspects of the contemporary debate on the L.S. Vygotski"s notion of internalization, attempting a coherent reading with the theoretical and epistemological premises of the historical-cultural tradition. It is argued that at the heart of the critique of the notion of internalization-based on its dualism-underlies equally dualistic assumptions, which determine interpretations that are far from the genuinely vygotskian notion of internalization, rooted in the dialectical philosophy. It is proposed that it is necessary to recognize this philosophical-epistemological dimension to arrive at a notion of internalization that allows both to overcome the dualism, and to become a useful tool for the treatment of several problems in psychology.

Las investigaciones en didáctica de las ciencias han focalizado los estudios sobre los problemas de aprendizaje en la estructura psicológica del alumno que aprende, en la lógica de los Contenidos, o en las preconcepciones de los alumnos Acerca de los Contenidos, no Tomando en Cuenta la influencia las variables sociales en la comunidad del aula. En este trabajo se propone, desde un marco socio histórico, la incorporación de las representaciones sociales de los alumnos respecto de lugar en el aula como un elemento central para la comprension de la dinámica del aula y para un desenvolupament de estrategias meta-cognitivas en los alumnos.

he report of this experience details the development of a teaching guide activity
(TGA) intended to produce an argumentative letter by secondary school students. For the appropriation
of the content (production of an argumentative letter), a teaching activity was organized
with the support of TGA (Moura, Araújo, Moretti, Panossian and Ribeiro, 2010). he process was
carried out in an intentional and planned way, allowing clarity both in the interventions made by the teacher and in the evaluation processes of the movement to transform empirical knowledge
into new quality knowledge. he situation that triggered the learning process was Law n. 645 of
10/03/2008 (2018), on the insertion of the study and the history and culture of Afro-Brazilians
and indigenous people. he elements of the activity were established and didactically transposed
through the TGA: the need (to comply with the law), motivation, objective, actions and operations.
Ater reading the law and reviewing the books that belong to the National Textbook
Program, students noted the need for publishers to comply with the law. For this reason, having
previously motivated them, they asked the publishers for clariication and action on the provisions
of the speciic legislation, making the preparation of a letter with such content their central
objective. To achieve this objective, a series of actions and operations were carried out under the
guidance of the teacher who accompanied the development of AGE step by step. his allowed
the evaluation of the process and its product (the charter itself) to verify whether their teaching
activity has become a learning activity.

In this paper we focus on the end of 19th century in Latin America. We examine
the passage from the literary forms of narration to the attempts of scientific narration defined
by the irruption of modernity as a way to describe the diversity, as it is the case of Domingo
Faustino Sarmiento and José Victorino Lastarria. Mainly, Nicolás Palacios’ work is analysed
as a bridge between the aesthetic search of ideology and the forms of scientific rationality that
the élites try to implant.

RESUMO Este artigo tem como objetivo analisar as possíveis contribuições de Vigotski e da teoria histórico-cultural para uma educação intercultural. Para tal, discorre em um primeiro momento sobre interculturalidade, trazendo aportes da psicologia cultural e do modelo de multiculturalismo crítico. Em seguida, apresenta conceitos da teoria histórico-cultural que contribuem para pensar a organização de uma educação intercultural. Por fim, analisa experiências concretas de contextos educativos a fim de exemplificar como os conceitos discutidos podem ser trabalhados na prática. Assim, busca compreender vivências de interculturalidade à luz da teoria histórico-cultural, a partir da proposta de método de Vigotski.

Esse artigo, de natureza teórica, tem como objetivo apresentar os aportes do enfoque histórico-cultural e da teoria da atividade à compreensão da constituição do humano no homem. O ponto de partida, para explicar o processo de humanização, é a teoria histórico-cultural, cuja origem epistemológica está no materialismo dialético, a partir das obras de Marx. O artigo, primeiramente, apresenta as categorias teóricas centrais à explicação do desenvolvimento e constituição do humano, tais como atividade, consciência, necessidade, motivo, apropriação. Num segundo momento, apresenta as contribuições da perspectiva teórica em foco à educação, especialmente à educação escolar. Entende-se, nesse sentido, a educação como o processo de apropriação da cultura humana resultado da atividade efetiva do homem sobre os objetos e o mundo circundante mediados pela comunicação. Por último, propõe o método materialista histórico dialético como base para a pesquisa em educação e apresenta seus princípios f...

El texto aborda el tema de la formación docente en el marco de la internacionalización de las políticas educativas que imponen unas directrices referidas al curriculum y a su influencia en la formación y a actuación profesional de los docentes. Se pone de manifiesto la necesidad de planificar y orientar la formación profesional para una educación más humana y crítica. Una de las cuestiones más sensibles de los planteamientos curriculares es la disociación entre el conocimiento pedagógico y conocimiento disciplinario, realizándose una separación entre la didáctica, la epistemología de las disciplinas y metodologías de enseñanza. Una visión histórica sobre el desarrollo de la didáctica y didácticas disciplinares y la relación entre la formación en contenidos específicos y la formación pedagógica, obliga a argumentar en favor de la necesaria integración entre la didáctica y la epistemología de las disciplinas, estableciendo interconexiones entre la formación disciplinar y la formación ...