Keywords
communities of practice
cultural-historical approach
expansive learning
How to Cite
Abstract
This article provides a critical assessment of the concepts of situated learning and community of practice proposed by Jean Lave and Etienne Wenger. We examine both concepts and argue for historical reflexivity as a way to reveal their origin and look at them at elaborations of the cultural-historical approach. After acknowledging the role both concepts played in overcoming individualized models of learning and in the development of a conception of learning as a social activity, we discuss some critiques and argue that this conception is a narrow one in the context of current cultural and historical transformations. These transformations, linked to social, political and economic forces related to globalization and new technologies of information and communication, have enable the development of new concepts, like Yrjö Engeström‘s expanded learning. We discusse this concept and present it as a great challenge for cultural-historical research in organizational/institutional settings.
How to cite:
Sánchez-Cardona, I., & Rodríguez-Arocho, W. C. (2011). Valoración crítica a la teoría de aprendizaje situado y del concepto de comunidades de práctica desde el enfoque histórico-cultural. Pedagogía, 44(1), 113-132. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/16563
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