Change Laboratory: uma proposta metodológica para pesquisa e desenvolvimento da aprendizagem organizacional Outros Idiomas

ID:
31407
Resumo:
O objetivo deste texto é apresentar a metodologia chamada Change Laboratory® (em português, Laboratório de Mudança), que se insere na perspectiva das metodologias intervencionistas. Desenvolvida na Finlândia a partir dos anos 1990, baseia-se em referencial teórico e metodológico oriundo da Teoria da Atividade russa. Após a descrição das principais técnicas e métodos, apresenta-se um resumo de intervenções utilizando essa metodologia com a finalidade de caracterizar algumas das dimensões das pesquisas e intervenções conduzidas em diversas atividades e países. Verifica-se que o LM tem sido aplicado em vários países, tanto no setor público quanto no setor privado, em pesquisas em escolas, hospitais, produção agrícola, mídia, telecomunicações entre outras atividades produtivas. Uma possibilidade oferecida por essa metodologia é usar o LM como uma meta-ferramenta para auxiliar os praticantes a analisar e a desenvolver suas atividades baseadas em uma perspectiva histórica e cultural. Sob esta ótica, crises, dilemas e conflitos na atividade não são entendidos apenas em relação ao comportamento dos indivíduos e aos recursos disponíveis, mas em relação a todo um sistema de elementos da atividade.
Citação ABNT:
QUEROL, M. A. P.; JACKSON FILHO, J. M.; CASSANDRE, M. P. Change Laboratory: uma proposta metodológica para pesquisa e desenvolvimento da aprendizagem organizacional. Administração: Ensino e Pesquisa, v. 12, n. 4, p. 609-640, 2011.
Citação APA:
Querol, M. A. P., Jackson Filho, J. M., & Cassandre, M. P. (2011). Change Laboratory: uma proposta metodológica para pesquisa e desenvolvimento da aprendizagem organizacional. Administração: Ensino e Pesquisa, 12(4), 609-640.
Link Permanente:
http://www.spell.org.br/documentos/ver/31407/change-laboratory--uma-proposta-metodologica-para-pesquisa-e-desenvolvimento-da-aprendizagem-organizacional/i/pt-br
Tipo de documento:
Artigo
Idioma:
Português
Referências:
KRONQVIST, J.; KORHONEN, S.M. Co-Creating Solutions-Combining Service Design and Change Laboratory. In: FIRST NORDIC CONFERENCE ON SERVICE DESIGN AND SERVICE INNOVATION., 24-26 November 2009,Oslo, Norway, 2009.

AHONEN, H.; ENGESTRÖM, Y.; VIRKKUNEN, J. Knowledge management–the second generation: creating competencies within and between work communities in the competence laboratory. In: MALHOTRA, Y. (Org.). Knowledge management and virtual organization. Hershey, PA: Idea Group Publishing, 2000.

AHONEN, H.; VIRKKUNEN, J. Shared challenge for learning: dialogue between management and front-line workers in knowledge management. International journal of information technology and management, v. 2, n. 1, p. 59-84, 2003.

ANTONELLO, C.S. Estudo dos Métodos e Posicionamento Epistemológico na Pesquisa de Aprendizagem Organizacional, Competências e Gestão do Conhecimento. In: ENCONTRO NACIONAL DA ASSOCIAÇÃO NACIONALDE PÓS-GRADUAÇÃO E PESQUISA EM ADMINISTRAÇÃO, 26., 2002, Anais... Salvador, 2002. 1 CD-ROM

BITENCOURT, C.C; AZEVEDO, D. O Futuro da Aprendizagem Organziacional: Possibilidades e Desafios. Revista de Administração de Empresas, v. 46, Edição Especial, p. 110-112, 2006.

CASSANDRE, M.; BULGACOV, Y. L. M.; DE CAMARGO, D. O conceito de prática a partir da da Teoria da Atividade. In: COLÓQUIO DE EPISTEMOLOGIA E SOCIOLOGIA DA CIÊNCIA DA ADMINISTRAÇÃO, 1, 2011, Anais.... Florianópolis: UFSC, 2011.

COLE, M. Cultural psychology: A once and future discipline. Cambridge, Mass.: Harvard University Press, 1996.

DANIELS, H.; LEADBETTER, J.; WARMINGTON, P.; EDWARDS, A.; MARTIN, D.; POPOVA, A.; APOSTOLOV, A.; MIDDLETON, D.; BROWN, S. Learning in and for multi-agency working. Oxford Review of Education, v. 33, n. 2, p. 125-142, 2007.

DAVYDOV, V.; J. KILPATRICK. Types of generalization in instruction: Logical and psychological problems in the structuring of school curricula. Reston, Virginia: National Council of Teachers of Mathematics, 1990.

ELLIS, V. Studying the process of change. In: ELLIS, V.; EDWARDS, A.; SMAGORINSKY, P. (Orgs.). Cultural-historical perspectives on teacher education and development: learning teaching. New York: Taylor & Francis, 2010.

ENGESTRÖM, Y. “The working health centre project: materializing zones of proximal development in a network of organizational innovation”. In: PROCEDINGS OF THE CONFERENCE ACTION RESEARCH IN FINLAND, 1993, Ministry of Labour, Helsinki, Finland. Helsinki: Hakapaino Oy., p. 233-275, 1994.

ENGESTRÖM, Y. Activity theory and individual and social transformation. In: ENGESTRÖM, Y.; MIETTINEN, R.; PUNAMÄKI, R.L. (Orgs.). Perspectives on activity theory. Cambridge: Cambridge University Press, 1999a.

ENGESTRÖM, Y. Activity Theory and Learning at Work. In: MALLOCH, M. (Org.). The SAGE Handbook of Workplace Learning. London: Sage, 2010.

ENGESTRÖM, Y. Developmental Work Research: A paradigm in practice. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, v. 13, n. 4, p. 79-80, 1991.

ENGESTRÖM, Y. Expansive learning at work: Toward an activitytheoretical reconceptualization. Journal of education and work, v. 14, n. 1, p. 133-156, 2001.

ENGESTRÖM, Y. Expansive visibilization of work: An activitytheoretical perspective. Computer Supported Cooperative Work., v. 8, n. 1, p. 63-93, 1999b.

ENGESTRÖM, Y. From design experiments to formative interventions. In: PROCEEDINGS OF THE 8TH INTERNATIONAL CONFERENCE ON INTERNATIONAL CONFERENCE FOR THE LEARNING SCIENCES, June 24th-28st 2008. Utrecht, The Netherlands, v. 1, p. 3 – 24, 2008.

ENGESTRÖM, Y. From teams to knots: Activity-theoretical studies of collaboration and learning at work. Cambridge: Cambridge University Press, 2008.

ENGESTRÖM, Y. Kehittävä työntutkimus: Perusteita, tuloksia ja haasteita. Helsinki: Painatuskeskus, 1995.

ENGESTRÖM, Y. Learning by expanding. An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy, 1987.

ENGESTRÖM, Y. New forms of learning in co-configuration work. Journal of Workplace Learning, v. 16, n. 1/2, p. 11-21, 2004.

ENGESTRÖM, Y. Putting Vygotsky to work: The change laboratory as an application of double stimulation. In: DANIELS, H.; COLE, M.; WERTSCH, J.M. (Orgs.). The Cambridge companion to Vygotsky. Cambridge: Cambridge University Press, 2007.

ENGESTRÖM, Y.; ENGESTRÖM, R. Developmental work research: The approach and an application in cleaning work. Nordisk Pedagogik, v. 6, n. 1, p. 2 – 15, 1986.

ENGESTRÖM, Y.; ENGESTRÖM, R.; KEROSUO, H. The discursive construction of collaborative care. Applied Linguistics, v. 24, n. 3, p. 286, 2003.

ENGESTRÖM, Y.; ENGESTRÖM, R.; SUNTIO, A. Can a school community learn to master its own future? An activity‐theoretical study of expansive learning among middle school teachers. In: WELLS, G.; CLASTON; G. (Orgs.). Learning for life in the 21st century: sociocultural perspectives on the future of education: Oxford: Blackwell Publisher, p. 211-224, 2002.

ENGESTRÖM, Y.; ENGESTRÖM, R.; SUNTIO, A. From paralyzing myths to expansive action: Building computer-supported knowledge work into the curriculum from below. In: PROCEEDINGS OF THE CONFERENCE ON COMPUTER SUPPORT FOR COLLABORATIVE LEARNING: FOUNDATIONS FOR A CSCL COMMUNITY, Boulder, CO, USA, p. 318 – 324, 2002.

ENGESTRÖM, Y.; ENGESTRÖM, R.; VÄHÄAHO, T. When the center does not hold: The importance of knotworking. In: CHAIKLIN, S.; HEDEGAARD, M.; JENSEN, U.J. (Orgs.). Activity theory and social practice: Aarhus: Aarhus University Press, 1999.

ENGESTRÖM, Y.; J. LOMPSCHER; G. RUCKRIEM. Putting activity theory to work: Contributions from Developmental Work Research. Berlin: Lehmanns Media, 2005a.

ENGESTRÖM, Y.; KAJAMAA, A.; KEROSUO, H.; LAURILA, P. Process Enhancement Versus Community Building: Transcending the Dichotomy through Expansive Learning. In: YAMAZUMI, K. (Org.). Activity Theory and Fostering Learning: Developmental Interventions in Education and Work., Osaka, Japan: Center for Human Activity Theory of the University of Kansai, 2010.

ENGESTRÖM, Y.; KEROSUO, H. From workplace learning to interorganizational learning and back: the contribution of activity theory. Journal of Workplace Learning, v. 19, n. 6, p. 336-342, 2007.

ENGESTRÖM, Y.; PASANEN, A.; TOIVIAINEN, H.; HAAVISTO, V. Expansive learning as collaborative concept formation at work. In: YAMAZUMI, K.; ENGESTRÖM, Y.; DANIELS, H. (Orgs.). New learning challenges: Going beyond the industrial age system of school and work. Osaka, Japan: Kansai University Press, 2005b.

ENGESTRÖM, Y.; SANNINO, A. Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, v. 5, n. 1, p. 1-24, 2010.

ENGESTRÖM, Y.; VIRKKUNEN, J.; HELLE, M.; PIHLAJA, J.; POIKELA, R. The change laboratory as a tool for transforming work. Lifelong Learning in Europe, v. 1, n. 2, p. 10-17, 1996.

FARIA, J. H. de. Economia política do poder. Curitiba: Jurua, v. 3, 2007.

GUILE, D. Learning through ‘e-resources’: the experience of SMEs. European Journal of Vocational Training, v. 27, n. 5, p. 30-46, 2003.

GUTIÉRREZ, K.D.; VOSSOUGHI, S. Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, v. 61, n. 1-2, p. 100 – 117, 2010.

HELLE, M. Disturbances and contradictions as tools for understanding work in the newsroom. Scandinavian Journal of Information Systems, v. 12, n. 1, p. 81-113, 2000.

HELLE, M.; TÖYRY, M.; RUORANEN, A. “We all do our own thing”. In: MeCCSA10 CONFERENCE, 6 – 8.1, 2010, London, 2010.

HILL, R., CAPPER, P., WILSON, K. WATMAN, R., WONG, K. Workplace learning in the New Zealand apple industry network: A new co-design method for government “practice making”. Journal of Workplace Learning, v. 19, n. 6, p. 359-376, 2007

KARINIEMI, A.; ALA-LAURINAHO, A.; SCHAUPP, M. Developing professional entrepreneur-ship in wood procurement process. In: 010 OSCAR , October 20 – 22, 2010, Honne, Norway, 2010.

KEROSUO, H. Boundary Encounters’ as a Place for Learning and Development at Work. Outlines., v. 1, p. 53 – 65, 2001.

KEROSUO, H. Examining boundaries in health care Outline of a method for studying organizational boundaries in interaction. Outlines, v. 1, p. 35 – 60, 2004.

KEROSUO, H.; ENGESTRÖM, Y. Boundary crossing and learning in creation of new work practice. Journal of Workplace Learning, v. 15, n. 7/8, p. 345-351, 2003.

KEROSUO, H.; KAJAMAA, A.; ENGESTRÖM, Y. Promoting Innovation and Learning through Change Laboratory: An Example from Finnish Health Care. Central European Journal of Public Policy, v. 4, n. 1, p. 110-131, 2010.

LEKTORSKY, V. Mediation as a means of collective activity. In: SANNINO, A.; DANIELS, H.; GUTIERREZ, K.D. (Orgs.). Learning and expanding with activity theory. Cambridge: Cambridge University Press, p. 75 87, 2009.

LEONTJEV, A.N. Activity. Consciousness. Personality. Englewood Cliffs, Prentice Hall, 1978.

LEONTJEV, A.N. Problems of the development of the mind. Moscow: Progress, 1981.

MÄKINEN, J. The learning and knowledge creating school-Case of the Finnish National Defence College. In: ANNEN, H.; ROYL, W. (Orgs.) Educational Challenges Regarding Military Action. Zurich: Peter Lang, p. 157 170, 2010.

MARX, K. Capital: a critique of political economy. Penguin Classics, 1976.

MUKUTE, M. Cultural historical activity theory, expansive learning and agency in permaculture workplaces. Southern African Journal of Environmental Education, v. 26, p. 150 – 162, 2009.

MUKUTE, M. Exploring and Expanding Learning Processes in Sustainable Agriculture Workplace Contexts. 2010. Tese Rhodes University, 2010.

PEREIRA-QUEROL, M.A. Learning Challenges in Biogas Production for Sustainability. Helsinki: Institute of Behavioural Science, 2011.

PEREIRA-QUEROL, M.A.; SEPPANEN, L. Learning as changes in activity systems: The emergence of on-farm biogas production for carbon credits. Outlook on Agriculture, v. 38, n. 2, p. 147-155 2009.

PEREIRA-QUEROL, M.A.; SUUTARI, T.; SEPPÄNEN, L. Learning as the construction and re-mediation of activity systems: environmental management in biogas production. Journal of Agricultural Education and Extension, v. 16, n. 4, p. 373-384 2010.

PIHLAJA, J. Learning in and for Production. An Activity-Theoretical Study of the Historical Development of Distributed Systems of Generalizing. Helsinki: Helsinki University Press, 2005.

PIRKKALAINEN, J.; KAATRAKOSKI, H. Hybrid organisations. In: WORKSHOP: MAKING CONNECTIONS:RELATIONAL ANALYSIS, BOUNDARY CONCEPTS AND THE FUTURE OF ORGANIZATION STUDIES, 2nd-3rd April 2007, Cardiff United Kingdom, 2007.

SANNINO, A. Activity theory as an activist and interventionist theory. Theory & Psychology, v. 21, n. 5, p. 571-597 2011.

SANNINO, A. From Talk to Action: Experiencing Interlocution in Developmental Interventions. Mind, Culture, and Activity, v. 15, n. 3, p. 234 – 257, 2008.

SANNINO, A. Teachers' talk of experiencing: Conflict, resistance and agency. Teaching and Teacher Education, v. 26, n. 4, p. 838-844, 2010.

TAPSCOTT, D. The digital economy: Promise and peril in the age of networked intelligence. New York: McGraw-Hill, 1996.

TERÄS, M. Intercultural learning and hybridity in the culture laboratory. Helsingin yliopisto, Helsinki. 2007.

THIOLLENT, M. Metodologia da Pesquisa-Ação. São Paulo: Cortez, 2009.

VIRKKUNEN, J. Developmental intervention in work activities–an activity theoretical interpretation. In: KONTINEN, K. (Org.). Development intervention: Actor and activity perspectives. Helsinki: University of Helsinki Press, p. 34 66, 2004.

VIRKKUNEN, J.; AHONEN, H. Supporting expansive learning through theoretical-genetic reflection in the Change Laboratory. Journal of Organizational Change Management, v. 24, n. 2, p. 229-243, 2011.

VIRKKUNEN, J.; AHONEN, H. Transforming learning and knowledge creation on the shop floor. International Journal of Human Resources Development and Management, v. 4, n. 1, p. 57-72, 2004.

VIRKKUNEN, J.; ENGESTRÖM, Y.; HELLE, M.; PIHLAJA, J.; POIKKELA, R. The Change Laboratory – a tool for transforming work. In: ALASOINI, T.; KYLLÖNEN, M.; KASVIO, A. (Orgs.) Workplace Innnovations – a way of promoting competitiveness, wealfare and employment. Helsinki: Edita, p. 157 174 ,1997.

VIRKKUNEN, J.; TENHUNEN, E. Finding a concept that integrates specialists’ know-how–the case of a special school for handicapped and neurologically ill children. Actio: An International Journal of Human Activity Theory, n. 3, p. 1 23, 2010.

VYGOTSKY, L. Research method. In: RIEBER, R.W. (Org.). The collected works of L. S. Vygotsky: The history of the development of higher mental functions, p. 27 64, New York: Plenun Press, 1997.

VYGOTSKY, L.S. Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press, 1978.

WARTOFSKY, M.W. Models: Representation and the scientific understanding. Reidel, Dordecht., 1979.

YAMAZUMI, K.; OSHIMA, J.; ITOH, D.; SHIMADA, M. Collaborative and Networked Expertise: An Activity-theoretical Study of New Forms of Pre-service Teachers’ Expansive Learning. Osaka: Center for Human Activity Theory, Kansai University, 2006.