Learning in and from Change Laboratory Interventions for Developing Workers’ Health in Brazil

Vilela, Rodolfo Andrade de Gouveia; Querol, Marco Antônio Pereira; Silva, Amanda Aparecida; Hurtado, Sandra Lorena Beltran

doi:10.1007/978-3-030-24420-0_15

Cited by 3 publications

(6 citation statements)

References 16 publications

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“…In 2018, we began writing a book reporting on the PesquisAT interventions ( Vilela et al, 2020c ), which should contribute to disseminating the method and sharing the results of the group’s initiatives within society. These studies have been supported by grants received from different public agencies that promote research, so sharing results is important.…”

Section: The Expansion Of Pesquisat’s Learning Platformmentioning

confidence: 99%

“…In spite of advances, important challenges remain in the implementation of formative interventions relating to productive activity, such as the reluctance of managers within companies where the intervention is being implemented to participate in training sessions. This reluctance usually leads to resistance to solutions formulated during CL sessions ( Vilela et al, 2020c ).…”

Section: The Expansion Of Pesquisat’s Learning Platformmentioning

confidence: 99%

“…Change Laboratory and CHAT appear to offer solutions to these challenges in the area of health promotion and accident prevention ( Vilela et al, 2020c ). Interventions in this area usually produce good diagnostics but focus too closely on perceived problems while disregarding the historical development of the concerned activity and the collective and organizational dimensions of learning that are required to sustain the innovations.…”

Section: Introductionmentioning

confidence: 99%

“…Increasing interactions and the ability to achieve collective transformations, which are essential for successfully implementing CL, depend on the translation of knowledge mediated by the team of mentors. The training and qualification of the participants is also crucial to the success of the interventions ( Querol et al, 2019 ; Hurtado et al, 2020 ; Vilela et al, 2020c ), which could be considered as a learning platform.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, in order to obtain good results, during the CL application it is important that the interventionist-researcher has mastery of the method so that he can perform better the ethnographic data collection and elaborate hypotheses about the main historical contradictions. These steps will help during CL conduction, as well as in the choice of mirror data which reflects the activity’ reality, and will be used for the historical and systemic analysis of the main problems experienced in the organization, and thereby provide expansive learning through the involvement and emotional commitment of the participants ( Virkkunen and Newnham, 2013 ; Vilela et al, 2020c ).…”

Section: Introductionmentioning

confidence: 99%

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Learning Platforms for Implementing Formative Interventions to Promote the Health and Safety of Workers in Brazil

et al. 2021

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Formative intervention methodologies, such as the Change Laboratory (CL), are increasingly being used in work environments. However, the learning process entailed in the application of these methodologies has received insufficient attention and may be facilitated through the use of learning platforms. We examined the development of learning and training strategies for implementing formative interventions, drawing on the experiences of a research group focusing on workers’ health. Information obtained from individuals involved in CL formative activities was analyzed and interpreted using Cultural-Historical Activity Theory and the theory of expansive learning. The process of learning to implement formative interventions unfolded gradually, beginning with the interventionists’ initial exposure to abstract concepts that they subsequently internalized via various mediations and applied in concrete situations. Four key interventionist training strategies used to foster collective learning were identified: (1) promoting dialogues and exchange of experiences, (2) creating environments for continuous learning and permanent discussion (seminars and post-graduate courses and the use of communication technologies), (3) creating spaces for experimentation and the practical application of concepts (case studies and participation in interventions), and (4) the use of the double stimulation method during training programs.

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Section: The Expansion Of Pesquisat’s Learning Platformmentioning

confidence: 99%

Section: The Expansion Of Pesquisat’s Learning Platformmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning Platforms for Implementing Formative Interventions to Promote the Health and Safety of Workers in Brazil

et al. 2021

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Using activity theory to transform medical work and learning

Engeström

Pyörälä

2020

Medical Teacher

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This article introduces key concepts of activity theory and expansive learning. Expansive learning builds on the foundational ideas of the cultural-historical activity theory (CHAT). It is a research approach designed for studying the complexities and contradictions in authentic workplace environments. Change Laboratory is a formative intervention method developed for studying workplaces in transition and for stimulating collaborative efforts to design improved patterns of activity. We present concrete examples of formative interventions in healthcare, where good patient care was compromised by the fragmentation of care and disturbances in collaboration between the healthcare experts. This implies that physicians are challenged to develop collaborative and transformative expertise. We present three spearheads into a zone of proximal development, representing opportunities for change of medical expertise: (1) reconceptualizing expertise as object-oriented and contradiction-driven activity systems, (2) pursuing expertise as negotiated knotworking, and (3) building expertise as expansive learning. While medical expertise needs to expand, medical education must also look for ways to evolve and meet the challenges of the surrounding society. We call for adopting an interventionist approach for developing medical education and intensifying collaboration with the practitioners in healthcare units, their patients and target communities.

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Sauvetage en mer de masse

MARTEL,

LEFER-SAUVAGE,

LABORIE

et al. 2024

Les Savoirs De l'Extrême

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Ce chapitre a pour objet les implications d’une formation de sauvetage de masse, construite dans et pour l’urgence, destinée à près de 300 personnels dont le sauvetage n’était à l’origine pas le métier, et pour un nombre croissant de personnes migrantes à secourir. A partir du système d’activité d’Engeström, nous analysons les traces d’activité émanant de la formation, le contenu du carnet de terrain résultant d’observations participantes dans plusieurs formations, et les échanges (in)formels avec le formateur. Les résultats montrent de multiples tensions à tous les niveaux du système d’activité. L’incorporation des savoirs construits en formation est rendue difficile par l’omniprésence de savoirs non-dits et non-dicibles, relatifs au contexte de vie et de mort dans lequel les formés doivent travailler. En conclusion, la notion d’extrémophilie est discutée, considérée comme une « vue de l’esprit », qui oriente les manières de penser et d’agir des formateurs et des formés.

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Learning in and from Change Laboratory Interventions for Developing Workers’ Health in Brazil

Cited by 3 publications

References 16 publications

Learning Platforms for Implementing Formative Interventions to Promote the Health and Safety of Workers in Brazil

Learning Platforms for Implementing Formative Interventions to Promote the Health and Safety of Workers in Brazil

Using activity theory to transform medical work and learning

Sauvetage en mer de masse

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