<?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>1870-2333</journal-id>
<journal-title><![CDATA[Polis]]></journal-title>
<abbrev-journal-title><![CDATA[Polis]]></abbrev-journal-title>
<issn>1870-2333</issn>
<publisher>
<publisher-name><![CDATA[UAM, Unidad Iztapalapa, División de Ciencias Sociales y Humanidades, Departamento de Sociología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1870-23332017000200073</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Habla resistiva e intervención formativa en una organización escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Resistive talk and formative intervention in a school organization]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito Rivera]]></surname>
<given-names><![CDATA[Hugo Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma Metropolitana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</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>13</volume>
<numero>2</numero>
<fpage>73</fpage>
<lpage>105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1870-23332017000200073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1870-23332017000200073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1870-23332017000200073&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En el presente trabajo se examinan prácticas discursivas de un grupo profesional inmerso en una experiencia de intervención formativa realizada con docentes, directivos y personal administrativo de una escuela del nivel medio superior del Estado de México. La discusión teórica aborda aspectos de la perspectiva sociocultural de las organizaciones, destacando la relación entre aprendizaje, comunicación y trabajo. La organización escolar es encuadrada como sistema de actividad de acuerdo con la teoría de la actividad. Se expone la relación entre intervención formativa, incremento de competencias profesionales y desarrollo local, paralelo a la pertinencia de enfocar el habla resistiva como mecanismo de participación. El diseño metodológico suscribe la orientación de los estudios organizacionales interpretativos a través de un dispositivo de investigación emico y situado. Se analizan extractos relacionados con cinco tipos de resistencias. El estudio aporta datos acerca de las resistencias como recursos para el desarrollo potencial de una organización identificando la función relacional del habla resistiva más allá de su carácter reactivo. El análisis de resultados indica que ésta, además de representar tensiones y conflictos, contiene sentidos dominantes de la actividad y expresa formas primarias de agencia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In the present work are analysed discursive practices of a professional group involved in a formative intervention experience carried out with teachers, managers and administrative staff in a High School located in the State of Mexico. The theoretical discussion addresses aspects of the sociocultural perspective of organizations, highlighting the relationship between learning, communication and work. The school organization is framed as a activity system according to the activity theory. The relationship between formative intervention, professional competences and local development are exposed parallely to the relevance of approaching resistive talk as a mechanism of participation. The methodological design subscribes the orientation of the interpretive organizational studies through an emic and situated research approach. The study provides data on resistances as resources for the potential development of an organization by identifying the relational function of resistive talk beyond its reactive perspective. The analysis of results points out that, in addition to representing tensions and conflicts, it contains dominant meanings of the activity and expresses primary forms of agency.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[teoría de la actividad]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje organizativo]]></kwd>
<kwd lng="es"><![CDATA[prácticas discursivas]]></kwd>
<kwd lng="en"><![CDATA[activity theory]]></kwd>
<kwd lng="en"><![CDATA[organizational learning]]></kwd>
<kwd lng="en"><![CDATA[discursive practices]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ajello]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ripensare la scuola con quali construti?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Pontecorvo]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Ajello]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Zucchermaglio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[I contesti sociali dell´apprendimento. Acquisire conoscenze a scuola, nel lavoro, nella vita quotidiana]]></source>
<year>1995</year>
<page-range>115-37</page-range><publisher-loc><![CDATA[Milán ]]></publisher-loc>
<publisher-name><![CDATA[Esedra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ajello]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comunitá di pratiche apprendimento, innovazione e sistemi di attivitá]]></article-title>
<source><![CDATA[Psicologia dell&#8217;educazione]]></source>
<year>2011</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>93-211</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[De las prácticas tradicionales a los nuevos escenarios de trabajo; la transformación del docente a través del aprendizaje por expansión]]></source>
<year>2011</year>
<conf-name><![CDATA[ XICongreso Nacional de Investigación Educativa]]></conf-name>
<conf-loc> </conf-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La teoría de la actividad como recurso para la intervención y gestión del cambio organizativo: el caso del contexto escolar]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Ramírez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[El análisis organizacional en México y América Latina. Retos y perspectivas a 20 años de estudios]]></source>
<year>2015</year>
<volume>1</volume>
<page-range>455-94</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bruni]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Gherardi]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Studiare le pratiche lavorative]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Bolonia ]]></publisher-loc>
<publisher-name><![CDATA[Il Mulino]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cole]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Engeström]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cultural-historical approaches to designing for development]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Valsiner]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Cambridge handbook of sociocultural psychology]]></source>
<year>2007</year>
<page-range>489-507</page-range><publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Engeström]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning by expanding: An activity-theoretical approach to developmental research]]></source>
<year>1987</year>
<publisher-loc><![CDATA[Helsinki ]]></publisher-loc>
<publisher-name><![CDATA[Orienta-Konsultit]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<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=""><![CDATA[Activity theory as a framework for analyzing and redesigning work]]></article-title>
<source><![CDATA[Ergonomics]]></source>
<year>2000</year>
<volume>43</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>960-74</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=""><![CDATA[Expansive Learning at Work: Toward an activity theoretical reconceptualization]]></article-title>
<source><![CDATA[Journal of Education and Work]]></source>
<year>2001</year>
<volume>14</volume>
<page-range>133-56</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Engeström]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La teoria dell&#8217;attività e il cambiamento organizzativo]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Zucchermaglio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Alby]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia culturale delle organizzazioni]]></source>
<year>2006</year>
<page-range>221-55</page-range><publisher-loc><![CDATA[Roma ]]></publisher-loc>
<publisher-name><![CDATA[Carocci]]></publisher-name>
</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=""><![CDATA[Studies of expansive learning: Foundations, findings and future challenges]]></article-title>
<source><![CDATA[Educational Research Review]]></source>
<year>2010</year>
<numero>5</numero>
<issue>5</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[Engeström]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Virkkunen]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Helle]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Pihlaja]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Poikela]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Change laboratory as a tool for transforming work]]></article-title>
<source><![CDATA[Lifelong Learning in Europe]]></source>
<year>1996</year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>10-7</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fasulo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Zucchermaglio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Narratives in the workplace: Facts, fictions, and canonicity]]></article-title>
<source><![CDATA[Text &amp; Talk]]></source>
<year>2008</year>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gergen]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Gergen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Reflexiones sobre la construcción social]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Paidós]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gergen]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Thatchenkery]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Organizational science and the promises of postmodernism]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hosking]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[McNamee]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The social construction of organization]]></source>
<year>2006</year>
<page-range>34-51</page-range><publisher-loc><![CDATA[Ljubljana ]]></publisher-loc>
<publisher-name><![CDATA[Libery Copenhagen Business School Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gherardi]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Nicolini]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Apprendimento e conoscenza nelle organizzazioni]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Roma ]]></publisher-loc>
<publisher-name><![CDATA[Carocci]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Holzman]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lev Vygotsky and the new performative psychology: some implications for business and organizations]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hosking]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[McNamee]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The social construction of organization]]></source>
<year>2006</year>
<page-range>254-68</page-range><publisher-loc><![CDATA[Ljubljana ]]></publisher-loc>
<publisher-name><![CDATA[Liber-Copenhagen Business School Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Horn]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Little]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers&#8217; Workplace Interactions]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year>2010</year>
<volume>47</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>181-217</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kruse]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Louis]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[An emerging framework for analyzing school-based professional community]]></source>
<year>1993</year>
<conf-name><![CDATA[ Encuentro Anual de la American Educational Research Association]]></conf-name>
<conf-loc>Atlanta </conf-loc>
<page-range>1-36</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lave]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Wenger]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Aprendizaje situado: participación periférica legítima]]></source>
<year>2003</year>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[UNAM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ligorio]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Pontecorvo]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[La scuola come contesto. Prospettive psicologico-culturali]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Roma ]]></publisher-loc>
<publisher-name><![CDATA[Carocci]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montoro]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learn or earn? Making sense of language teaching and learning at a Mexican university through a Change Laboratory intervention]]></article-title>
<source><![CDATA[Learning, Culture and Social Interaction]]></source>
<year>2016</year>
<numero>11</numero>
<issue>11</issue>
<page-range>48-57</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nilsson]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Transformation through Integration. An activity theoretical analysis of school development as integration of child care institutions and the elementary school]]></source>
<year>2003</year>
<publisher-loc><![CDATA[Karlskrona, Sweden ]]></publisher-loc>
<publisher-name><![CDATA[Department of Business Administration and Social Sciences, Blekinge Institute of Technology]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<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=""><![CDATA[From talk to action: experiencing interlocution in developmental interventions]]></article-title>
<source><![CDATA[Mind, Culture, and Activity]]></source>
<year>2008</year>
<volume>15</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>234-57</page-range></nlm-citation>
</ref>
<ref id="B25">
<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=""><![CDATA[Teachers&#8217; talk of experiencing: Conflict, resistance and agency]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2010</year>
<numero>26</numero>
<issue>26</issue>
<page-range>838-44</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Scaratti]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Stoppini]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Zucchermaglio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Autori di ambienti organizzativi. Costruire le proprie pratiche lavorative]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Roma ]]></publisher-loc>
<publisher-name><![CDATA[Carocci]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Seely Brown]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Duguid]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Apprendimento nelle organizzazioni e &#8216;comunitá di pratiche&#8217;]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Pontecorvo]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Ajello]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Zucchermaglio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[I contesti sociali dell&#8217;apprendimento: acquisire conoscenze a scuola, nel lavoro, nella vita quotidiana]]></source>
<year>1995</year>
<page-range>327-57</page-range><publisher-loc><![CDATA[Milán ]]></publisher-loc>
<publisher-name><![CDATA[Esedra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Spillane]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Halverson]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Diamond]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Towards a theory of leadership practice: a distributed perspective]]></article-title>
<source><![CDATA[Journal of Curriculum studies]]></source>
<year>2004</year>
<volume>36</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-34</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Virkkunen]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dilemmas in building shared transformative agency]]></article-title>
<source><![CDATA[Activités]]></source>
<year>2006</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>43-66</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Virkkunen]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Newnham]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Change Laboratory. A tool for collaborative development of work activities]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Rotterdam ]]></publisher-loc>
<publisher-name><![CDATA[Sense publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Virkkunen]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Newnham]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Nleya]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Engeström]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Breaking the vicious circle of categorizing students in school]]></article-title>
<source><![CDATA[Learning, Culture and Social Interaction]]></source>
<year>2012</year>
<numero>66</numero>
<issue>66</issue>
<page-range>183-92</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wenger]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comunità di pratiche e sistemi sociali di apprendimento]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Zucchermaglio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Alby]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia culturale delle organizzazioni]]></source>
<year>2006</year>
<page-range>13-21</page-range><publisher-loc><![CDATA[Roma ]]></publisher-loc>
<publisher-name><![CDATA[Carocci]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zucchermaglio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia culturale dei gruppi]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Roma ]]></publisher-loc>
<publisher-name><![CDATA[Carocci]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zucchermaglio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Apprendere a innovare: un sostegno critico al cambiamento organizzativo]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Ajello]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ghione]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<source><![CDATA[Comunicazione e apprendimento tra scuola e societá. Scritti in onore di Clotilde Pontecorvo]]></source>
<year>2011</year>
<page-range>247-56</page-range><publisher-loc><![CDATA[Roma ]]></publisher-loc>
<publisher-name><![CDATA[Edizioni Infantiae]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zucchermaglio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Cognizione al lavoro. Interazione, pratiche, comunitá]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Milán ]]></publisher-loc>
<publisher-name><![CDATA[Esedra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zucchermaglio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Alby]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Gruppi e tecnologie al lavoro]]></source>
<year>2005</year>
<publisher-loc><![CDATA[Bari ]]></publisher-loc>
<publisher-name><![CDATA[Laterza]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zucchermaglio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Alby]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia culturale delle organizzazioni]]></source>
<year>2006</year>
<publisher-loc><![CDATA[Roma ]]></publisher-loc>
<publisher-name><![CDATA[Carocci]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zucchermaglio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Alby]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Fatigante]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Saglietti]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Fare ricerca situata in psicología sociale]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Bolonia ]]></publisher-loc>
<publisher-name><![CDATA[Il Mulino]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zucchermaglio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Scaratti]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferrai]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Apprendere trasformando: costruire e abitare le proprie pratiche lavorative]]></article-title>
<source><![CDATA[Scuola Democratica. Learning for democracy]]></source>
<year>2012</year>
<numero>4</numero>
<issue>4</issue>
<page-range>76-92</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
