<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172011000300013</article-id>
<article-id pub-id-type="doi">10.1590/1983-2117201113313</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O conceito de atividade e suas possibilidades na interpretação de práticas educativas]]></article-title>
<article-title xml:lang="en"><![CDATA[The concept of activity and its possibilities in the interpretation of educational practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Adelson F]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedrosa]]></surname>
<given-names><![CDATA[José Geraldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pontelo]]></surname>
<given-names><![CDATA[Ivan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Federal de Educação Tecnológica de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Federal de Educação Tecnológica de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Colégio Logosófico  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>13</volume>
<numero>3</numero>
<fpage>13</fpage>
<lpage>29</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172011000300013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172011000300013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172011000300013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO:  A aula, seus artefatos, seus sujeitos e as rela&#231;&#245;es que se estabelecem em seu acontecimento s&#227;o discutidos &#224; luz da teoria da atividade, tendo como quest&#227;o norteadora a identifica&#231;&#227;o dos seus conceitos nucleares e de suas possibilidades de estimular pr&#225;ticas educativas. A abordagem &#233; realizada a partir de autores que t&#234;m diferen&#231;as entre si, mas que possuem uma rela&#231;&#227;o com a dial&#233;tica marxiana: Vygotsky, Adorno, Leontiev e Engestr&#246;m. O ensaio &#233; elaborado como uma espiral em quatro giros. O primeiro giro parte das no&#231;&#245;es de ambiente de aprendizagem e de pr&#225;tica educativa. A meta &#233; definir a sala de aula como um complexo interativo. Aqui s&#227;o discutidas a cogni&#231;&#227;o e seu car&#225;ter distribu&#237;do e a intelig&#234;ncia como uma realiza&#231;&#227;o e, n&#227;o, como posse. O segundo giro &#233; sobre a no&#231;&#227;o de atividade e a meta &#233; relacion&#225;-la com a pr&#225;xis, que se efetiva quando uma atividade objetal possibilita a forma&#231;&#227;o da consci&#234;ncia. Essas elabora&#231;&#245;es foram feitas mediante interlocu&#231;&#245;es com ideias de Vygotsky e de Leontiev. Em seguida aparecem o sujeito e sua aprendizagem. O pano de fundo &#233; a rela&#231;&#227;o entre sujeito e objeto. O que &#233; afirmado &#233; que o sentido que o indiv&#237;duo atribui &#224;s a&#231;&#245;es est&#225; relacionado ao motivo que o leva a participar de uma atividade. O &#250;ltimo giro &#233; sobre a atividade como um complexo de rela&#231;&#245;es sociais. O principal convidado &#233; Engestr&#246;m. A meta &#233; relacionar as no&#231;&#245;es de atividade e de experi&#234;ncia para evidenciar o sentido dial&#233;tico de ambas. Busca-se elaborar um referencial que possibilite refletir sobre como se articulam os fatores materiais e os agentes humanos na promo&#231;&#227;o de oportunidades de aprendizagem; um referencial capaz tanto de possibilitar interlocu&#231;&#245;es te&#243;ricas, quanto de fomentar empirias. Esse prop&#243;sito constituiu-se a partir de uma converg&#234;ncia de perspectivas sobre a cogni&#231;&#227;o, a aula e a escola, que resultou na conceitua&#231;&#227;o de pr&#225;tica educativa e de ambiente de aprendizagem escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT:  The class, its artifacts and subjects, and the relationships established while it takes place, are discussed in light of activity theory, with identification of its nuclear concepts and ability to stimulate educational practices as the guiding questions of the study. The approach is based on authors whose speech is different, but who are somehow related to the Marxist dialectic: Vygotsky, Adorno, Leontiev and Engestr&#246;m. The essay was designed as a four rounded spiral. The first spin starts from the concepts of learning environment and educational practice. The aim is to define the classroom as an interaction complex. At this time, cognition and its distributed character, and intelligence not as property, but as achievement are discussed. The second spin is about the concept of activity. The aim is to relate it to praxis, which comes into effect when an objectal activity enables consciousness formation. These elaborations were made through dialogues with Vygotsky&#8217;s and Leontiev&#8217;s ideas. And then comes the subject and his/her learning. The background is the relationship between subject and object. The meaning assigned by the subject to his/her actions is connected to the reasons that lead him/ her to participate in an activity. The last spin is about activity as a social relationship complex. The main guest is Engestr&#246;m. The aim is to relate the concepts of activity and experience to highlight their dialectical meaning. The objective is to develop a referential that allows the reflection about how material factors and human agents articulate themselves to promote learning opportunities; a referential that not only allows theoretical dialogues, but also encourages empirical investigations. This motive was generated from a convergence of perspectives on cognition, the class and the school, which resulted in the conceptualization of educational practice and school learning environment.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria da Atividade]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Educativas]]></kwd>
<kwd lng="pt"><![CDATA[Ambientes de Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Activity Theory]]></kwd>
<kwd lng="en"><![CDATA[Educational Practices]]></kwd>
<kwd lng="en"><![CDATA[Learning Environments]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[]]></source>
<year></year>
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</article>
