Resumen

TORRES, Shadai; ARRONA, Alhelí  y  CRESPO, Isabel. Teacher's guidance from the historic-cultural perspective of the activity theory: A case study. Perfiles educativos [online]. 2013, vol.35, n.139, pp.60-78. ISSN 0185-2698.

The implementation of intervention projects where more than two educational systems collaborate is very enriching but, at the same time, complex, since it obliges to negotiate, organize and reformulate the dynamics of one's own and those that arise during the shared activity. Facing this situation guidance becomes a very useful tool in order to reach agreements and to consolidate common objectives. Startingfrom the historic-cultural perspective of activity theory, the action research and the ethnographical methodology for data gathering, this paper offers a reconstruction and analysis of a guidance process and revises the contradictions and difficulties observed when implementing the Shere Rom model in a primary classroom in Barcelona (Spain). From this dialogue and reflection amongst the participants belonging to the two systems (consultant-researchers and teachers) they achieved to negotiate the Shere Rom and brought as result its redesign adapted to the school's needs.

Palabras llave : Teachers' guidance; Action research; Educational intervention; Historic-cultural approach of activity theory.

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