“Esta no es una receta de tarta”: la historicidad como elemento para la comprensión y la transformación de una actividad de gestión de residuos en un hospital universitario de Brasil
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ene 10, 2019
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Resumen
This work analyzes how the expansive learning cycle is covered by a work group, from the intervention of a Change Laboratory, held in a waste management activity at a university hospital. The theoretical basis is derived from the Cultural-Historical Activity Theory and documentary research was used as methodology. In the learning movement, the workers realized that the organization of activity was and still is insufficient to meet the demands of the hospital and society. The intervention did not provoke structural transformation in the activity. But the historicity present in the learning experience allowed the apprentices to be aware of themselves and the importance of waste management, either from a functional or a social viewpoint.
Keywords
Expansive Learning, Change Laboratory, Waste Management.Aprendizaje organizacional, laboratorio de cambio, gestión de residuosaprendizagem organizacional, laboratório de mudança, gestão do lixo
References
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Engeström, Y., & Sannino, A. (2016). Expansive learning on the move: insights from ongoing research. Infancia y Aprendizaje, 39(3), 401-435.
Garcez, A., Duarte, R., & Eisenberg, Z. (2011). Produção e análise de videogravações em pesquisas qualitativas. Educação e Pesquisa, 37(2), 249-262.
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Nogueira, R. A., & Odelius, C. C. (2015). Desafios da pesquisa em aprendizagem organizacional. Cadernos EBAPE.BR, 13(1), 83-102.
Querol, M. A. P., Jackson Filho, J. M, & Cassandre, M. P. (2011). Change Laboratory: uma proposta metodológica para pesquisa e desenvolvimento da Aprendizagem Organizacional. Administração: ensino e pesquisa, 12(4), 609-640.
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Rantavuori, J., Engeström, Y., & Lipponen, L. (2016). Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers. Frontline Learning Research, 4(3), 1-27.
Sannino, A. (2011). Activity theory as an activist and interventionist theory. Theory & Psychology, 21(5), 571-597.
Sannino, A., Daniels, H., & Gutiérrez, K. D. (2009). Activity theory: between historical engagement and future-making practice. In: A. Sannino, H. Daniels, K. D. Gutiérrez (Eds). Learning and expanding with activity theory (pp. 1-16). Cambridge: Cambridge University Press.
Sannino, A., Engeström, Y., & Lahikainen, J. (2016). The dialectics of authoring expansive learning: Tracing the long tail of a change laboratory. Journal of Workplace Learning, 28(4), 245-262.
Sannino, A., Engeström, Y., & Lemos, M. (2016). Formative interventions for expansive learning and transformative agency. Journal of the Learning Sciences, 25(4), 599-633.
Tkachenko, O., & Ardichvili, A. (2017). Cultural-historical activity theory’s relevance to HRD: a review and application. Human Resource Development Review, 16(2), p. 135-157.
Van Maanen, J. (1979). Reclaiming qualitative methods for organizational research: a preface. Administrative Science Quarterly, 24(4), 520-526.
Vänninen, I., Pereira-Querol, M., & Engeström, Y. (2015). Generating transformative agency among horticultural producers: an activity theoretical approach to transforming integrated pest Management. Agricultural Systems, 139, 38-49.
Virkkunen, J. & Newnham, D. S. (2015). O laboratório de mudança: uma ferramenta de desenvolvimento colaborativo para o trabalho e educação. Belo Horizonte: Fabrefactum.
Vygotsky, L. (1978). Interaction between learning and development. In: Cole, M., John-Steiner, V., Scribner S., & Souberman, E. Mind in society (pp. 79-91). Cambridge, Cambridge University Press.
Cassandre, M. P. (2012) Metodologias intervencionistas na perspectiva da teoria da atividade histórico-cultural: um aporte metodológico para estudos organizacionais. Tese de Doutorado em Administração, Universidade Positivo, Curitiba, Paraná, Brasil.
Cellard, A. (2012). A análise documental. In: J. Poupart, J. P. Deslauriers, L. H. Groulx, A. Laperriere, R. Mayer, & A. Pires. A pesquisa qualitativa: enfoques epistemológicos e metodológicos (pp. 295-316). Petrópolis: Vozes.
Engeström, Y. (1987). Learning by expanding. Helsinki: Orienta-Konsultit Ou.
Engeström, Y. (2000). From individual action to collective activity and back: developmental work research as an interventionist methodology. In P. Luff, J. Hindmarsh, & C. Heath. (Eds.), Workplace studies (pp. 150-166). Cambridge: Cambridge University Press.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
Engeström, Y. (2014). Learning by expanding. 2nd. ed. Cambridge: Cambridge University Press.
Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts: A methodological framework. Journal of Organizational Change Management, 24(3), 368-387.
Engeström, Y., & Sannino, A. (2016). Expansive learning on the move: insights from ongoing research. Infancia y Aprendizaje, 39(3), 401-435.
Garcez, A., Duarte, R., & Eisenberg, Z. (2011). Produção e análise de videogravações em pesquisas qualitativas. Educação e Pesquisa, 37(2), 249-262.
Haapasaari, A., & Kerosuo, H. (2015). Transformative agency: The challenges of sustainability in a long chain of double stimulation. Learning, Culture and Social Interaction, 4, 37-47.
Haapasaari, A., Engeström, Y., & Kerosuo, H. (2018). From initiatives to employee-driven innovations. European Journal of Innovation Management, 21(2), 206-226.
Loizos, P. (2008). Vídeo, filme e fotografias como documentos de pesquisa. In: Bauer, M. W., & Gaskell, G. (Eds.). Pesquisa qualitativa com texto, imagem e som: um manual prático (pp. 137-155). Petrópolis: Vozes.
Nogueira, R. A., & Odelius, C. C. (2015). Desafios da pesquisa em aprendizagem organizacional. Cadernos EBAPE.BR, 13(1), 83-102.
Querol, M. A. P., Jackson Filho, J. M, & Cassandre, M. P. (2011). Change Laboratory: uma proposta metodológica para pesquisa e desenvolvimento da Aprendizagem Organizacional. Administração: ensino e pesquisa, 12(4), 609-640.
Querol, M. A. P., Cassandre, M. P., & Bulgacov, Y. L. M. (2014). Teoria da Atividade: contribuições conceituais e metodológicas para o estudo da aprendizagem organizacional. Gestão & Produção, 21(2), 405-416.
Ramos, A. G. (1983). Administração e contexto brasileiro: esboço de uma teoria geral da Administração. Rio de Janeiro: FGV.
Rantavuori, J., Engeström, Y., & Lipponen, L. (2016). Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers. Frontline Learning Research, 4(3), 1-27.
Sannino, A. (2011). Activity theory as an activist and interventionist theory. Theory & Psychology, 21(5), 571-597.
Sannino, A., Daniels, H., & Gutiérrez, K. D. (2009). Activity theory: between historical engagement and future-making practice. In: A. Sannino, H. Daniels, K. D. Gutiérrez (Eds). Learning and expanding with activity theory (pp. 1-16). Cambridge: Cambridge University Press.
Sannino, A., Engeström, Y., & Lahikainen, J. (2016). The dialectics of authoring expansive learning: Tracing the long tail of a change laboratory. Journal of Workplace Learning, 28(4), 245-262.
Sannino, A., Engeström, Y., & Lemos, M. (2016). Formative interventions for expansive learning and transformative agency. Journal of the Learning Sciences, 25(4), 599-633.
Tkachenko, O., & Ardichvili, A. (2017). Cultural-historical activity theory’s relevance to HRD: a review and application. Human Resource Development Review, 16(2), p. 135-157.
Van Maanen, J. (1979). Reclaiming qualitative methods for organizational research: a preface. Administrative Science Quarterly, 24(4), 520-526.
Vänninen, I., Pereira-Querol, M., & Engeström, Y. (2015). Generating transformative agency among horticultural producers: an activity theoretical approach to transforming integrated pest Management. Agricultural Systems, 139, 38-49.
Virkkunen, J. & Newnham, D. S. (2015). O laboratório de mudança: uma ferramenta de desenvolvimento colaborativo para o trabalho e educação. Belo Horizonte: Fabrefactum.
Vygotsky, L. (1978). Interaction between learning and development. In: Cole, M., John-Steiner, V., Scribner S., & Souberman, E. Mind in society (pp. 79-91). Cambridge, Cambridge University Press.
Cómo citar
Rodrigues Paniza, M. D., & Cassandre, M. P. (2019). “Esta no es una receta de tarta”: la historicidad como elemento para la comprensión y la transformación de una actividad de gestión de residuos en un hospital universitario de Brasil. Cuadernos De Administración, 31(57), 45–77. https://doi.org/10.11144/Javeriana.cao31-57.tcrhe
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