mediating artifact and agency in the creative chain of activities fernanda liberali: pucs-sp,feduc,...
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Mediating artifact and Agency in the Creative Chain of Activities
Fernanda Liberali: PUCS-SP,FEDUC, FAPESP, CNPqYrjö Engeström: Institute of Behavioral Science, CRADLE,
University of HelsinkiMonica Lemos: Institute of Behavioral Science, CRADLE,
University of Helsinki
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OUTLINE
• Objective and research questions;
• Creative Chain of Activities;
• (Trans)Formative Interventions and Agency;
• Discussion of Data:• Shared Object;• School reports.
• Initial outcomes.• Concluding remarks.
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Objective and Research Questions
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OBJECTIVE
To discuss school reports in a Creative Chain of
Activities as mediating artifacts in fostering agency and
transformation in school processes.
• How does the mediating artifact contribute to the development of the shared object?
• How is transformative agency developed in the process of production of the shared object with the use of the mediating artifact?
QUESTIONS
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Creative Chain of Activities
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CREATIVE CHAIN OF ACTIVITIES• Production of intentionally shared object through interconnected activities.
• Each participant interdependently responsible for the development of the chain and for the transformation of the whole.
(Liberali, 2009; 2013).
ME-PC
Municipal Secretariat of Education
Regional Board of Education
Classroom- Teachers
Community
São Paulo- Educational System
ME
MS
W-S
ME-TE
MS-TE
WE-TE
ME-PC
WE-PC
WE-T
ME-T
MS-T ME-S
WE-S
MS-S
School
ME-com
Inside and outside school- Students
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(Trans)Formative Interventions and Agency
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When individuals face a task or problem that
requires the use of external artifacts as mediational
means, they produce a solution in a way that
generally is not materialized in traditional
experimental designs.
(Engeström & Sannino, 2013)
(TRANS)FORMATIVE INTERVENTIONS AND AGENCY
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Transformative agency also goes beyond situational
here-and-now actions as it emerges and evolves over
time, often through complex debates and stepwise
crystallizations of a vision to be implemented.
(Engeström & Sannino, 2013)
(TRANS)FORMATIVE INTERVENTIONS AND AGENCY
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(TRANS)FORMATIVE INTERVENTIONS AND AGENCY
Transformation of oppressive conditions by relating
what we do in the classrooms to what we can do
outside schools to change the realities of our
society.
(Freire, 1970)
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Discussion of Data
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How does the mediating artifact contribute to the development of the shared object?
SHARED OBJECT
ME-PC
Municipal Secretariat of Education
Regional Board of Education
Classroom- Teachers
Community
São Paulo- Educational System
ME
MS
W-S
ME-TE
MS-TE
WE-TE
ME-PC
WE-PC
WE-T
ME-T
MS-T ME-S
WE-S
MS-S
School
ME-com
Inside and outside school- Students
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Object in Management Plan of the Board of the Secretariat of Education
• To strengthen the knowledge of educators from the entire Secretariat of Education
• in order to achieve the goals of elementary school and to qualify existing records
• so that they can contribute to the improvement of teaching and learning and for the continuous planning of managing activities of studying, training and monitoring,
• with reference to the confrontation of situations that destabilizes the democratic and engaged environment of learning and development.
Fernanda Liberali
ME-PC
Municipal Secretariat of Education
Regional Board of Education
Classroom- Teachers
Community
São Paulo- Educational System
ME
MS
W-S
ME-TE
MS-TE
WE-TE
ME-PC
WE-PC
WE-T
ME-T
MS-T ME-S
WE-S
MS-S
School
ME-com
Inside and outside school- Students
Fernanda Liberali 18
Object in Management Plan of the Regional Directory
• Develop, with the school coordinators,
processes for the management of teacher
education, to work with didactic proposals
that empower the school work in supporting
the surrounding community
ME-PC
Municipal Secretariat of Education
Regional Board of Education
Classroom- Teachers
Community
São Paulo- Educational System
ME
MS
W-S
ME-TE
MS-TE
WE-TE
ME-PC
WE-PC
WE-T
ME-T
MS-T ME-S
WE-S
MS-S
School
ME-com
Inside and outside school- Students
EMEF Educandário Dom DuarteElineiva de Novaes Moreno (Coordenadora Pedagógica)
Carolina Silveira Leite (Professora)
• Shared Object: – discover what we can do so that the student can
be motivated and have pleasure in learning • Activities in the Chain:
– the school report as a way of critically reflect about reality, reviewing and reconstructing the pedagogical practices, aiming at the construction of a motivating and transformative school.
strengthen the knowledge of educatorsRecordsteaching and learningconfrontation of situations that destabilizes the democratic and engaged environment of learning and development.Develop process of managementdidactic proposalssupporting the surrounding community
critically reflect about reality, reviewing and reconstructingschool reportpedagogical practicesconstruction of a motivating and transformative school
Shared Objects in the Chain
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How is transformative agency developed in the process of production of the shared object with the use of the mediating artifact?
School Reports
ME-PC
Municipal Secretariat of Education
Regional Board of Education
Classroom- Teachers
Community
São Paulo- Educational System
ME
MS
W-S
ME-TE
MS-TE
WE-TE
ME-PC
WE-PC
WE-T
ME-T
MS-T ME-S
WE-S
MS-S
School
ME-com
Inside and outside school- Students
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TEACHER’S REPORTS
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TEACHER’S REPORTS
1st TERM 2nd TERM 3rd TERM
I am worried about the non-alphabetical students.
I point out how to support the non-alphabetical students.
All the students are alphabetical.
Lack of autonomy. Progress regarding autonomy
Autonomy and learning interest is the group highlight.
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INITIAL OUTCOMES
Teachers• Developed awareness of their own teaching practices;• Could evaluate what they and their students were
doing while they were in the process of creating their procedures;
• Could better understand their students’ learning process;
• Had the chance to self evaluate and create new future possibilities;
• Learned to share responsibilities with the students and with the pedagogical coordinator.
ME-PC
Municipal Secretariat of Education
Regional Board of Education
Classroom- Teachers
Community
São Paulo- Educational System
ME
MS
W-S
ME-TE
MS-TE
WE-TE
ME-PC
WE-PC
WE-T
ME-T
MS-T ME-S
WE-S
MS-S
School
ME-com
Inside and outside school- Students
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STUDENT’S DEVELOPMENT REPORT- A
Wednesday – 05/09/2012Yesterday I learned:
I learned how “to add up” to check who won the game.How to multiply I learned how to read a newspaper and that the “Daily” newspaper is an everyday newspaper, day by day.Back to multiplication, I will give some examples, like: 1x 2= 2 making one time number two equal number two.Or: 5 x 6 = 30 making five times number six equal number thirty.
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STUDENT’S DEVELOPMENT REPORT- C
I learned in our field trip yesterday that
on the ground of the square Victor Civita
there are some types of vases that
gather water from the rain and the plants
drink water from there. I learned that ten
years ago the garbage was sent there in
order to be burned then it became ashes
that are one meter below the ground.
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STUDENT’S DEVELOPMENT REPORT- G04/09/2012 Yesterday I learned science and about time and geometric forms.05/09/2012I learned yesterday how to see the date, the director, who invented the newspaper and who 6/09/2012Yesterday I learned in the Zippy class how to find a solution on how to make friends, I checked some themes from friends of mine
.
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STUDENT’S DEVELOPMENT REPORT- G
And we managed to correct them, and in art class we made a little red riding hood.18/09/2012In the support book we learned how to see the time and we also did some multiplications with 4 and in the reading class managed to see tatyane, lara and julia c. read.
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INITIAL OUTCOMES
Students
• Developed awareness of their own learning process;• Could better understand the contents they were
learning;• Could understand the process of their classmates;• Had the chance to self evaluate and create new future
possibilities; • Learned how to express their opinions about their
own learning process;• Learned to talk about their emotions;• Learned to share responsibilities with their classmates
and with the teacher.
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Concluding Remarks
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• Both teachers’ and students’ reports acted as a mediating artifact in the development of teaching and learning processes and the transformation of their relationship with school.
• The whole process was responsible for producing the shared object of the Creative Chain.
• In this process, transformative agency was developed.
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CONCLUDING REMARKS
This is indeed a task for activity theory: bringing together the big and the small, the impossible and the possible, the future-oriented activity-level vision and the here-and-now consequential action. (Engeström, 2009)
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THANK YOU!OBRIGADA!
KIITOS!
Fernanda Liberali- [email protected] Lemos- [email protected] Engestrom – [email protected]