<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592017000300497</article-id>
<article-id pub-id-type="doi">10.18593/r.v42i3.14215</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Boundary learning in a gender responsive curriculum transformation in Zimbabwe: an activity theory approach]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizado de fronteiras em uma transformação curricular sensível ao gênero no Zimbábue: uma abordagem baseada na teoria da atividade]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje fronterizo en una transformación de currículo sensible al género en Zimbabue: un enfoque desde la teoría de la actividad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chikunda]]></surname>
<given-names><![CDATA[Charles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chikunda]]></surname>
<given-names><![CDATA[Plaxcedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Rafael Fonseca de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Rhodes University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>South Africa</country>
</aff>
<aff id="Af1">
<institution><![CDATA[,Great Zimbabwe University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Zimbabwe</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Federal University of Rondônia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>42</volume>
<numero>3</numero>
<fpage>497</fpage>
<lpage>522</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592017000300497&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592017000300497&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592017000300497&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This paper aims to share insights of a boundary learning process in a cur riculum transformation in Zimbabwe. It is based on the dialectical lenses of Cultural-Historical Activity Theory (CHAT). The boundary learning epistemic actions were designed/interpreted using CHAT tools of double stimulation, activity system and ex pansive learning. The main findings are two types of boundary learning: individual and institutional. Individual focused on questioning and confronting tensions in cur rent individual curriculum practice. Institutional refers to collaborative relationships between hierarchical levels of the teacher education system in Zimbabwe. We point to the need for theoretical and conceptual rigor in studies on curriculum transformation, arguing for careful attention to empirical evidence of transformation/transgressing current practices in any expansive learning process. There is also need to think throu gh the policy-practice gap, especially in curriculum development. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Neste artigo tem-se como objetivo compartilhar informa&#231;&#245;es sobre o processo de aprendizagem de fronteiras, em uma iniciativa de transforma&#231;&#227;o curricular no Zimb&#225;bue. Baseia-se nas lentes dial&#233;ticas da Teoria Hist&#243;rico-Cultural da Atividade (CHAT). As a&#231;&#245;es epist&#234;micas de aprendizagem de fronteiras foram projetadas/interpretadas usando pressu postos da CHAT de dupla estimula&#231;&#227;o, sistema de atividade e aprendizado expansivo. Os principais achados s&#227;o dois tipos de aprendizagem de fronteiras: individual e institucional. A individual est&#225; concentrada em questionar e enfrentar as tens&#245;es em pr&#225;ticas atuais em termos de curr&#237;culo individual. A institucional refere-se a rela&#231;&#245;es colaborativas entre os n&#237;veis hier&#225;rquicos do sistema de ensino de professores no Zimb&#225;bue. Aponta-se para a necessidade de maior rigor te&#243;rico e conceitual em estudos de transforma&#231;&#227;o curricular, ar gumentando a aten&#231;&#227;o cuidadosa em evid&#234;ncias emp&#237;ricas de transforma&#231;&#227;o/transgress&#227;o de pr&#225;ticas atuais em qualquer processo de aprendizado expansivo. Tamb&#233;m &#233; necess&#225;rio pensar em lacunas nas pol&#237;ticas p&#250;blicas, especialmente no desenvolvimento curricular. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Este art&#237;culo tiene como objetivo compartir las ideas de un proceso de apren dizaje fronterizo en una transformaci&#243;n curricular en Zimbabue. Se basa en las lentes di al&#233;cticas de la Teor&#237;a Hist&#243;rico-Cultural de La Actividad (CHAT). Las acciones epist&#233;mi cas de aprendizaje fronterizo fueron dise&#241;adas/interpretadas utilizando herramientas de CHAT, doble estimulaci&#243;n, sistema de actividad y aprendizaje expansivo. Los principales hallazgos son dos tipos de aprendizaje fronterizo: individual e institucional. La individual se centr&#243; en cuestionar y confrontar las tensiones en la pr&#225;ctica curricular individual ac tual. La institucional se refiere a las relaciones de colaboraci&#243;n entre los niveles jer&#225;rqui cos del sistema de educaci&#243;n de maestros en Zimbabue. Se&#241;alamos la necesidad de rigor te&#243;rico y conceptual en los estudios sobre transformaci&#243;n, argumentando que se debe prestar atenci&#243;n a la evidencia emp&#237;rica de transformaci&#243;n/transgresi&#243;n de las pr&#225;cticas actuales en cualquier proceso expansivo de aprendizaje. Tambi&#233;n es necesario pensar en la brecha pol&#237;tica-pr&#225;ctica, especialmente en el desarrollo curricular. ]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[CHAT]]></kwd>
<kwd lng="en"><![CDATA[Boundary Learning]]></kwd>
<kwd lng="en"><![CDATA[Gender Responsive]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Transformation]]></kwd>
<kwd lng="pt"><![CDATA[CHAT]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizado de Fronteiras]]></kwd>
<kwd lng="pt"><![CDATA[Sensível ao Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Transformação Curricular]]></kwd>
<kwd lng="es"><![CDATA[CHAT]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Fronterizo]]></kwd>
<kwd lng="es"><![CDATA[Sensible al Género]]></kwd>
<kwd lng="es"><![CDATA[Transformación Curricular]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AIKENHEAD]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Whose scientific knowledge? The colonizer and the colonized]]></article-title>
<source><![CDATA[Counterpoints]]></source>
<year></year>
<volume>210</volume>
<page-range>151-66</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AKKERMAN]]></surname>
<given-names><![CDATA[S. F.]]></given-names>
</name>
<name>
<surname><![CDATA[BAKKER]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Boundary crossing and boundary objects]]></article-title>
<source><![CDATA[Re view of Educational Research]]></source>
<year></year>
<volume>81</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>132-69</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AKKERMAN]]></surname>
<given-names><![CDATA[S. F.]]></given-names>
</name>
<name>
<surname><![CDATA[VAN EIJCK]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Re-theorising the student dialogically across and between boundaries of multiple communities]]></article-title>
<source><![CDATA[British Educational Research Journal]]></source>
<year></year>
<volume>39</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>60-72</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BLACKER]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[CRUMP]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[MCDONALD]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Organizing processes in complex activity networks]]></article-title>
<source><![CDATA[Organization Articles]]></source>
<year></year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>277-300</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOLAND]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
<name>
<surname><![CDATA[TENKASI]]></surname>
<given-names><![CDATA[R. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Perspective Making and Perspective Taking in Communities of Knowing]]></article-title>
<source><![CDATA[Organization Science]]></source>
<year></year>
<volume>6</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>350-72</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHIKUNDA]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Assessing the level of gender awareness of science teachers: the case of Zimbabwe&#8217;s two education districts.]]></article-title>
<source><![CDATA[African Journal of Research in Ma thematics, Science and Technology Education]]></source>
<year></year>
<volume>14</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>110-20</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHIKUNDA]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Identifying tensions around gender-responsive curriculum practi ces in science teacher education in Zimbabwe: an activity theory analysis.]]></article-title>
<source><![CDATA[African Journal of Research in Mathematics, Science and Technology Education]]></source>
<year></year>
<volume>18</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>264-75</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DANIELS]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Institutional culture, social interaction and learning]]></article-title>
<source><![CDATA[Learning, Cul ture and Social Interaction]]></source>
<year></year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>2-11</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ENGESTRÖM]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Enriching the theory of expansive learning: Lessons from jour neys toward coconfiguration.]]></article-title>
<source><![CDATA[Mind, Culture, and Activity]]></source>
<year></year>
<volume>14</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>23-39</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ENGESTRÖM]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Expansive learning at work: Towards an activity theoretical re -conceptualization.]]></article-title>
<source><![CDATA[Journal of Education and Work]]></source>
<year></year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>133-56</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ENGESTRÖM]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[SANNINO]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Studies of expansive learning: Foundations, find ings and future challenges]]></article-title>
<source><![CDATA[Educational Research Review]]></source>
<year></year>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-24</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KALU]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Classroom interaction in physics lessons, relative to students&#8217; sex]]></article-title>
<source><![CDATA[African Journal of Research in Mathematics, Science and Technology]]></source>
<year></year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>55-66</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KEROSUO]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[ENGESTRÖM]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Boundary crossing and learning in creation of new work practice]]></article-title>
<source><![CDATA[Journal of Workplace Learning]]></source>
<year></year>
<volume>15</volume>
<numero>7-8</numero>
<issue>7-8</issue>
<page-range>345-51</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROTH]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[LEE]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Vygotsky&#8217;s neglected legacy: cultural historical activity theory]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year></year>
<volume>77</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>86-232</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANNINO]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[From talk to action: Experiencing interlocution in developmental interventions.]]></article-title>
<source><![CDATA[Mind, Culture, and Activity]]></source>
<year></year>
<volume>15</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>234-57</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHOTTER]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[KATZ]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[&#8216;Living moments&#8217; in dialogical exchanges.]]></article-title>
<source><![CDATA[Human Systems: The Journal of Systemic Consultation and Management]]></source>
<year></year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>81-93</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SINNES]]></surname>
<given-names><![CDATA[A. T.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Approaches to gender equity in science education: Three alternatives and two examples.]]></article-title>
<source><![CDATA[African Journal of Research in Mathematics, Science and Technology Education]]></source>
<year></year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[STAR]]></surname>
<given-names><![CDATA[S. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[This is not a boundary object: Reflections on the origins of the concept]]></article-title>
<source><![CDATA[Science, Technology and Human Values]]></source>
<year></year>
<volume>35</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>601-17</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[UNTERHALTER]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[NORTH]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Responding to the gender and education. Mil lennium Development in South Africa and Kenya: Reflections on education rights, gender equality, capabilities and global justice]]></article-title>
<source><![CDATA[Compare: A Journal of Comparative and International Education]]></source>
<year></year>
<volume>41</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>495-511</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
