<?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>S2177-60592018000400919</article-id>
<article-id pub-id-type="doi">10.18593/r.v43i3.16594</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento da Teoria Histórico-Cultural da Atividade em três gerações: Vygotsky, Leontiev e Engeström]]></article-title>
<article-title xml:lang="en"><![CDATA[The development of Cultural-Historical Activity Theory in three generations: Vygotsky, Leontiev and Engeström]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollo de la Teoría Histórico-Cultural de la actividad en tres generaciones: Vygotsky, Leontiev y Engeström]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cenci]]></surname>
<given-names><![CDATA[Adriane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Damiani]]></surname>
<given-names><![CDATA[Magda Floriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte (UFRN) Departamento de Fundamentos e Políticas da Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas (UFPel) Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>3</numero>
<fpage>919</fpage>
<lpage>948</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592018000400919&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592018000400919&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592018000400919&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  A Teoria Hist&#243;rico-Cultural da Atividade &#233; uma teoria viva, que vem sendo desenvolvida desde os anos 1920 e 1930, a qual busca entender a forma&#231;&#227;o do humano na atividade social. A Teoria vem se transformando pari passu com as mudan&#231;as nos contextos culturais das investiga&#231;&#245;es te&#243;ricas e pr&#225;ticas que a utilizam, apresentando, assim, mudan&#231;as e continuidade das ideias ao longo de seu desenvolvimento. Nesse sentido, alguns estudiosos definem tr&#234;s gera&#231;&#245;es da Teoria, cada uma representada por um expoente na &#225;rea da pesquisa: a primeira por Vygotsky (fundador), a segunda por Leontiev e a terceira por Engestr&#246;m. O objetivo neste artigo &#233; apresentar as propostas te&#243;ricas dos tr&#234;s autores, delineando as rela&#231;&#245;es entre elas e oferecendo um panorama da Teoria Hist&#243;rico-Cultural da Atividade. O conceito de atividade, que em Vygotsky aparece como atividade mediada (mediada por signos e ferramentas), em Leontiev aparece como atividade coletiva, base da consci&#234;ncia humana, e em Engestr&#246;m aparece como sistema de atividade em transforma&#231;&#227;o. A produ&#231;&#227;o e a expans&#227;o da Teoria podem ser entendidas como atividades hist&#243;ricas e coletivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  The Cultural-Historical Activity Theory is a living theory, which has been developed since the 1920s and 1930s, seeking to understand the formation of the human in social activity. The Theory has been transformed pari passu with the changes in the cultural contexts of the theoretical and practical investigations that use it, thus presenting changes and continuity of ideas throughout its development. In this sense, three generations of the Theory have been defined by some scholars, each represented by an exponent in the research area: the first by Vygotsky (founder), the second by Leontiev and the third by Engestr&#246;m. The purpose of this article is to present the theoretical proposals of the three authors, outlining the relationships between them and offering an overview of the Cultural-Historical Activity Theory. The concept of activity, which in Vygotsky appears as mediated activity (mediated by signs and tools), in Leontiev appears as collective activity, the basis of human consciousness, and in Engestr&#246;m appears as a system of activity in transformation. The production and expansion of the Theory can be understood as historical and collective activities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  La Teor&#237;a Hist&#243;rico-Cultural de la Actividad es una teor&#237;a viva, que se ha desarrollado desde los a&#241;os de 1920 y 1930, buscando comprender la formaci&#243;n del humano en la actividad social. La Teor&#237;a se est&#225; convirtiendo pari passu con los cambios en los contextos culturales de las investigaciones te&#243;ricas y pr&#225;cticas que la utilizan, exhibiendo, de esta manera, cambios y continuidad de las ideas a lo largo de su desarrollo. En este sentido, algunos estudiosos definen tres generaciones de la Teor&#237;a, cada una representada por un exponente en el &#225;rea de investigaci&#243;n: la primera por Vygotsky (fundador), la segunda por Leontiev y la tercera por Engestr&#246;m. El objetivo de este trabajo es presentar las propuestas te&#243;ricas de los tres autores, delineando las relaciones entre ellas y ofreciendo un panorama de la Teor&#237;a Hist&#243;rico-Cultural de la Actividad. El concepto de actividad, que en Vygotsky aparece como actividad de mediaci&#243;n (mediada por signos y herramientas), en Leontiev aparece como actividad colectiva, base de la conciencia humana, y en Engestr&#246;m aparece como sistema de actividad en transformaci&#243;n. La producci&#243;n y expansi&#243;n de la Teor&#237;a pueden entenderse como actividades hist&#243;ricas y colectivas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Vygotsky]]></kwd>
<kwd lng="pt"><![CDATA[Leontiev]]></kwd>
<kwd lng="pt"><![CDATA[Engeström]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural da Atividade.]]></kwd>
<kwd lng="en"><![CDATA[Vygotsky]]></kwd>
<kwd lng="en"><![CDATA[Leontiev]]></kwd>
<kwd lng="en"><![CDATA[Engeström]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Activity Theory.]]></kwd>
<kwd lng="es"><![CDATA[Vygotsky]]></kwd>
<kwd lng="es"><![CDATA[Leontiev]]></kwd>
<kwd lng="es"><![CDATA[Engeström]]></kwd>
<kwd lng="es"><![CDATA[Teoría Histórico-Cultural de la Actividad.]]></kwd>
</kwd-group>
</article-meta>
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