Resumo

DOME, Carolina  e  ERAUSQUIN, Cristina. Agencies, meanings and learnings in the construction of professional knowledge for addressing problems of violence at schools. Anu. investig. [online]. 2015, vol.22, n.1, pp.107-118. ISSN 1851-1686.

The work presents conceptual categories and methodologychal strategies for the Thesis ""Perspectives of Educational Agents addressing situations and problems of violence in contexts of professional practice". The study of the construction of professional knowledge about problems of violence at school in framework research is linked with theoretical debates and positions developed in specialized bibliography. It is proposed a methodology of research based in reflection on practice, theoretically supported in Vygotsky "dual stimulation", to analyze the participative appropriation of meanings and tools in professional experience, applying Questionnaires of Situated Problems before-and-after the exchange in zones of social construction. The notions of Activity Systems, Interagency, Historization and Expansive Learning (Engeström), linked with the contextualist approach of cognitive change, are chosen as relevant categories to analyse the processes of knowledge construction in the psycho - social weft that integrates them. As an example, two professional experiences are developed, to appreciate resources, strengths and "critical knots" in knowledge and action of participant agents.

Palavras-chave : Violence; Professional knowledge; Meanings; Experience.

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