Socio-educational inclusion and pandemic. Contributions of cultural historical activity theory for reflections on the educational practice

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The work analyzes contributions of the Cultural Historical Activity Theory as a research-intervention tool to follow and enhance the efforts of reflection on the practice developed by school teams to achieve educational inclusion, as an aim of public policies both in the situation caused by COVID- 1...

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Autores principales: Noriega, Javier, Erausquin, Cristina
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021
Materias:
Teoría de la actividad histórico cultural
Inclusión educativa
Intervención Formativa
Agencia
COVID-19
Cultural Historical Activity Theory
Educational Inclusion
Formative Intervention
Agency
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/693
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-693
record_format ojs
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Teoría de la actividad histórico cultural
Inclusión educativa
Intervención Formativa
Agencia
COVID-19
Cultural Historical Activity Theory
Educational Inclusion
Formative Intervention
Agency
COVID-19
spellingShingle Teoría de la actividad histórico cultural
Inclusión educativa
Intervención Formativa
Agencia
COVID-19
Cultural Historical Activity Theory
Educational Inclusion
Formative Intervention
Agency
COVID-19
Noriega, Javier
Erausquin, Cristina
Socio-educational inclusion and pandemic. Contributions of cultural historical activity theory for reflections on the educational practice
topic_facet Teoría de la actividad histórico cultural
Inclusión educativa
Intervención Formativa
Agencia
COVID-19
Cultural Historical Activity Theory
Educational Inclusion
Formative Intervention
Agency
COVID-19
author Noriega, Javier
Erausquin, Cristina
author_facet Noriega, Javier
Erausquin, Cristina
author_sort Noriega, Javier
title Socio-educational inclusion and pandemic. Contributions of cultural historical activity theory for reflections on the educational practice
title_short Socio-educational inclusion and pandemic. Contributions of cultural historical activity theory for reflections on the educational practice
title_full Socio-educational inclusion and pandemic. Contributions of cultural historical activity theory for reflections on the educational practice
title_fullStr Socio-educational inclusion and pandemic. Contributions of cultural historical activity theory for reflections on the educational practice
title_full_unstemmed Socio-educational inclusion and pandemic. Contributions of cultural historical activity theory for reflections on the educational practice
title_sort socio-educational inclusion and pandemic. contributions of cultural historical activity theory for reflections on the educational practice
description The work analyzes contributions of the Cultural Historical Activity Theory as a research-intervention tool to follow and enhance the efforts of reflection on the practice developed by school teams to achieve educational inclusion, as an aim of public policies both in the situation caused by COVID- 19 and in the future.A conceptual perspective on psycho-socio-educational inclusion is established in which the works of this line of inquiry are registered, sustained in successive research and development projects, accredited and subsidized in a public university. Some particularities that have occurred in the institutional work for psycho-socio-educational inclusion are delimited, as a result of the measures adopted by the Covid-19 pandemic.The main developments of the Cultural Historical Activity Theory are established, delimiting its key concepts through the journey through its Four Generations. Finally, the Workshops of Reflection on Professional Practice in Psycho-socio-educational Inclusion are described as a formative intervention based on the theory, to promote expansive learning cycles. This will be pursued by promoting agency in the subjects to cross borders, both professional and personal, and shape activity objects/objectives, as well as progressively more powerful and resilient forms of work over time.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2021
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/693
work_keys_str_mv AT noriegajavier socioeducationalinclusionandpandemiccontributionsofculturalhistoricalactivitytheoryforreflectionsontheeducationalpractice
AT erausquincristina socioeducationalinclusionandpandemiccontributionsofculturalhistoricalactivitytheoryforreflectionsontheeducationalpractice
AT noriegajavier inclusionsocioeducativaypandemiaaportesdelateoriadelaactividadhistoricoculturalparalareflexionsobrelapracticaeducativa
AT erausquincristina inclusionsocioeducativaypandemiaaportesdelateoriadelaactividadhistoricoculturalparalareflexionsobrelapracticaeducativa
first_indexed 2023-05-11T18:48:24Z
last_indexed 2025-02-27T05:06:33Z
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spelling I15-R208-article-6932025-02-24T18:15:35Z Socio-educational inclusion and pandemic. Contributions of cultural historical activity theory for reflections on the educational practice Inclusión socio-educativa y pandemia. Aportes de la teoría de la actividad histórico-cultural para la reflexión sobre la práctica educativa Noriega, Javier Erausquin, Cristina Teoría de la actividad histórico cultural Inclusión educativa Intervención Formativa Agencia COVID-19 Cultural Historical Activity Theory Educational Inclusion Formative Intervention Agency COVID-19 The work analyzes contributions of the Cultural Historical Activity Theory as a research-intervention tool to follow and enhance the efforts of reflection on the practice developed by school teams to achieve educational inclusion, as an aim of public policies both in the situation caused by COVID- 19 and in the future.A conceptual perspective on psycho-socio-educational inclusion is established in which the works of this line of inquiry are registered, sustained in successive research and development projects, accredited and subsidized in a public university. Some particularities that have occurred in the institutional work for psycho-socio-educational inclusion are delimited, as a result of the measures adopted by the Covid-19 pandemic.The main developments of the Cultural Historical Activity Theory are established, delimiting its key concepts through the journey through its Four Generations. Finally, the Workshops of Reflection on Professional Practice in Psycho-socio-educational Inclusion are described as a formative intervention based on the theory, to promote expansive learning cycles. This will be pursued by promoting agency in the subjects to cross borders, both professional and personal, and shape activity objects/objectives, as well as progressively more powerful and resilient forms of work over time. El trabajo analiza aportes de la Teoría de la Actividad Histórico Cultural como herramienta de investigación-intervención para acompañar y potenciar los esfuerzos de reflexión sobre la práctica desarrollados por equipos escolares para alcanzar la inclusión educativa, como objetivo de las políticas públicas tanto en la coyuntura provocada por el COVID-19 como a futuro.          Se establece una perspectiva conceptual sobre inclusión psico-socio-educativa en la cual se inscriben los trabajos de la presente línea de indagación, sostenida en sucesivos proyectos de investigación y desarrollo, acreditados y subsidiados en una universidad pública. Se delimitan algunas particularidades que se han producido en el trabajo institucional para la inclusión psico-socio-educativa, a raíz de las medidas adoptadas por la pandemia del Covid-19.          Se establecen los principales desarrollos de la Teoría de la Actividad Histórico Cultural, delimitando sus conceptos clave a través del recorrido por sus Cuatro Generaciones. Finalmente se describen los Talleres de Reflexión Sobre la Práctica Profesional en Inclusión psico-socio-educativa como una intervención formativa sustentada en dicha teoría, para promover ciclos de aprendizaje expansivo. Esto se perseguirá fomentando agencialidad en los sujetos para cruzar fronteras, tanto profesionales como personales, y moldear objetos/objetivos de actividad, a la vez que formas de trabajo progresivamente más potentes y resilientes en el tiempo. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/693 10.35305/rece.v1i17.693 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 17 (2022) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/693/599 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/693/619 Derechos de autor 2021 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0

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