Vivencias de profesionales psico-educativos en formacion, aprendizaje expansivo y construccion de sentidos entre universidades y escuelas;
Emotional experiences of psycho-educational professionals in modeling, expansive learning and construction of meanings between universities and schools

El trabajo retoma nuestro compromiso a desarrollar una red de intercambio de proyectos de investigacion y extension y dispositivos de aprendizaje experiencial entre Licenciatura y Profesorado de Psicologia en UBA y en UNLP y Ciencias de Educacion de UNLu, en el marco del Proyecto UBACYT Apropiacion participativa y construccion de sentidos en practicas de intervencion para la inclusion la calidad y el lazo social. Se exploran narrativas obtenidas en respuestas a Cuestionarios de Situacion-Problema de Intervencion administrados a profesionales en formacion, en practicas tutoriadas en escenarios escolares. Se utilizan categorias de analisis de enfoques socio-historico-culturales de Vygotsky, Rogoff, Bustamante Smolka, Engestrom. Se elaboran datos con la Matriz de profesionalizacion psicoeducativa y de Aprendizaje Expansivo, con preguntas de investigacion sustentadas en extensa linea de indagacion, sobre formacion profesional y aprendizaje inter-agencial. Experiencia en comunidades de practica en dos universidades releva hallazgos de giro contextualista y construccion de sentidos e instrumentalidades.

This work retrieves de commitment to develop a network of exchange or research and extension projects and devices of learning through experience, in Courses of Psychology and Psychology Teaching, at Buenos Aires University and La Plata University and Courses of Educational Science at Lujan State University, in the frame of UBACYT Research entitled:Participative Appropriation and Construction of Meanings in Intervention Practices for Inclusion and Quality and Making Sense in Education. Narrations are displayed answering to Questionnaires on Situation-Problems of Intervention administered to professionals in modeling through supervised practices in educational stages. Categories of analysis founded in socio-historic-cultural approaches of Vygotsky, Rogoff, Bustamante Smolka and EngestrOm are used. Data are elaborated with Matrix of Analysis of Psycho-Educational Becoming Professional Process and Expansive Learning with research questions based in an extensive researchline about professional modeling and inter-agency learning. The experience in communities of pratice at two universities displays findings of contextualist shift and construction of meanings and complex tools.