Mediating artifact and Agency in the Creative Chain of Activities Fernanda Liberali: PUCS-SP,FEDUC, FAPESP, CNPq Yrjö Engeström: Institute of Behavioral.

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Presentation transcript:

Mediating artifact and Agency in the Creative Chain of Activities Fernanda Liberali: PUCS-SP,FEDUC, FAPESP, CNPq Yrjö Engeström: Institute of Behavioral Science, CRADLE, University of Helsinki Monica Lemos: Institute of Behavioral Science, CRADLE, University of Helsinki

OUTLINE 2 Objective and research questions; Creative Chain of Activities; (Trans)Formative Interventions and Agency; Discussion of Data: Shared Object; School reports. Initial outcomes. Concluding remarks.

3

OBJECTIVE 4 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 7 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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10 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

11 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

12 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)

13

How does the mediating artifact contribute to the development of the shared object? 14

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

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 Liberali16

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

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 Fernanda Liberali18

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

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 educators Records teaching and learning confrontation of situations that destabilizes the democratic and engaged environment of learning and development. Develop process of management didactic proposals supporting the surrounding community critically reflect about reality, reviewing and reconstructing school report pedagogical practices construction of a motivating and transformative school Shared Objects in the Chain

How is transformative agency developed in the process of production of the shared object with the use of the mediating artifact? 22

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

24 TEACHER’S REPORTS

25 TEACHER’S REPORTS 1st TERM2nd TERM3rd 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.

INITIAL OUTCOMES Teachers 26 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

STUDENT’S DEVELOPMENT REPORT- A 28 Wednesday – 05/09/2012 Yesterday 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.

STUDENT’S DEVELOPMENT REPORT- C 29 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.

STUDENT’S DEVELOPMENT REPORT- G 30 04/09/2012 Yesterday I learned science and about time and geometric forms. 05/09/2012 I learned yesterday how to see the date, the director, who invented the newspaper and who 6/09/2012 Yesterday I learned in the Zippy class how to find a solution on how to make friends, I checked some themes from friends of mine.

STUDENT’S DEVELOPMENT REPORT- G 31 And we managed to correct them, and in art class we made a little red riding hood. 18/09/2012 In 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.

INITIAL OUTCOMES Students 32 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.

33

34 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.

CONCLUDING REMARKS 35 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)

36 Fernanda Liberali- Monica Lemos- Yrjo Engestrom –