ABSTRACT
El trabajo presenta figuras de intervención de los modelos mentales situacionales construidas por agentes psicoeducativos que ejercen su práctica profesional abordando problemas de violencias en escuelas. El objetivo es comprender los diferentes enfoques, agencialidades e implicaciones en interacciones entre sujetos y problemas en sistemas de actividad de contextos educativos. Categorías del marco socio-histórico-cultural se interrelacionan con la perspectiva contextualista del cambio cognitivo. Se administró el Cuestionario sobre Situaciones-Problema de Violencia en Escuelas a 114 agentes y para su análisis se aplicó al procesamiento de datos la Matriz Multidimensional de Profesionalización Psicoeducativa. El análisis factorial evidencia confiabilidad de los instrumentos de recolección de datos e identifica sistemas representacionales de cada figura. En la co-construcción estratégica de la intervención y el desarrollo del "aprendizaje por expansión", se hallan fracturas de la memoria social y desafíos para la historización del sistema de actividad distribuidos de manera diferente en las tres figuras.
The work presents the figures of intervention of the situational mental models that are built by psycho-educational agents who develop their professional practice facing violence problems at school .The aim is to understand the different focus, agencies and involvements in interactions between subjects and problems in activity systems of educational contexts. Categories from socio-historical-cultural framework are related to contextualist perspective of cognitive change. The Questionnaire about Problem-Situations of Violence at School was administered to 114 agents and for its analysis it was appl ied the Mult idimensional Matrix of Psycho-Educational Professional Modeling. The factorial analysis demonstrates confiability of instruments of data collection and identifies representational systems of each igure. In the strategic co-construction of intervention and the development of "expansive learning", fractures in the social memory and challenges for the process of recovering the history of activity systems are found, distributed in different ways in the three Figures.
ABSTRACT
En investigaciones anteriores sobre los sistemas de actividad de una comunidad rural, se identificaron los conceptos empíricos que desarrollan los niños en el contexto de las actividades familiares, tales como el tejido de palma, la cría de animales y la recolección de hierbas (Amado, 2010; Amado & Borzone, 2003). El objetivo del estudio que se informa fue explorar el rol de los conocimientos previos de los niños de un medio rural en la comprensión de textos expositivos escolares. Para ello se elaboraron tres series de tres textos cada una en las que el primer texto respondía a temas conocidos por los niños, relacionados con los sistemas de actividad y los otros dos eran sobre temas desconocidos. Se analizó el desempeño de los niños de la comunidad rural en la comprensión de estos textos y se compararon los resultados con el desempeño que tuvieron en dichas pruebas niños de un medio urbano. Se realizó un análisis cuanti y cualitativo de las respuestas de los dos grupos de niños a las preguntas realizadas sobre los textos. Los resultados indican que cuando los conocimientos previos se circunscriben a conceptos empíricos, la comprensión se ve favorecida si el texto trata temas conocidos. En el abordaje de temas desconocidos, esos conceptos resultan insuficientes y pueden producir distorsiones en la comprensión, si los niños no han desarrollado habilidades de comprensión lectora, tales como la realización de inferencias y el uso adecuado de la información textual.
Written text comprehension is considered as an interactive process during which a mental representation is constructed by inferences making that require knowledge about texts, general knowledge about the world and specialized knowledge about the domain being discussed. The cognitive models of text processing emphasize the relevance of these types of knowledge for text comprehension (Gernsbacher, 1990; Kintsch, 1988; van Dijk & Kintsch, 1983). With regard to knowledge about the world, Vygotsky (1962) recognized different forms of conceptualization. He assumed that human beings are able to develop every day concept in the interaction with the environment and scientific concept that are reflective and systematic and must be taught. Within the framework of these contributions from Cognitive Psychology and the socio - cultural theory of human development the present work addressed the role that knowledge about the world of a group of children from a rural area plays in school expository texts comprehension. Expository texts were selected because for the processing of this type of text empirical and scientific concepts have to be activated. In previous studies on the activity systems of a rural community in the north of Córdoba (Argentina), the empirical concepts develop by children in the context of family activities, such as the weaving of palm leaves, animals bringing up and herbs gathering, were explored (Amado, 2010; Amado & Borzone, 2003). In this work the study of the way children from that community deal with expository texts processing was undertaken. With that purpose, three sets of three texts each were elaborated. The text material consisted in nine expository texts, three sets of three texts. Each set presented a progression from a known subject to the rural group (Text 1) to a text far from their natural and cultural environment (Text 3). Text 2 was about an unknown subject but the process described was related with the process described in Text 1. After reading each text, children had to answer eight literal and inferential questions. The answers to these questions were quantitative and qualitatively analyzed. The analysis of the performance of the rural group in understanding texts about known and unknown subjects was compared with the comprehension of a group of children from an urban area who had participated at school in a training program with expository texts. Results showed that the performance of children from the urban area was better than the performance of children from the rural community except in the cases of texts which included empirical concepts, that is, the knowledge that the rural group of children have learnt by their participation in the activity systems. Thus, although empirical concepts facilitated comprehension processes, they were not sufficient for all texts understanding and might be even an obstacle to the construction of coherent mental representation of the text if the children have not developed general comprehension abilities. In fact, it was observed that when rural children activated empirical concepts that were not coherent with text concepts, they had some difficulty to inhibit them. On the contrary, the urban group of children had a good performance in the processing of all the text except one which required handling of very specific knowledge. These results have relevant implications to comprehension teaching at school as they showed that, even though empirical knowledge learnt within the activity systems of the community must be considered, it is also very important to develop general comprehension abilities and scientific concepts. They will allow making a strategic use of knowledge to understand not only texts on subject related to children socio-cultural information but also texts about events and phenomena from other environments which are presented from a scientific concepts perspective.