Orientador: Ildeberto Muniz de Almeida / Resumo: Introdução: No Brasil, o serviço de Reabilitação Profissional – RP é oferecido pelo Instituto Nacional do Seguro Social (INSS) e destinado aos trabalhadores contribuintes da Previdência Social com incapacidades para o trabalho, seus dependentes e pessoas com deficiência. Entende-se a prática da RP como resposta pública à questão da incapacidade, a saber, um processo para eliminar barreiras existentes ao retorno e permanência no trabalho após o estabelecimento de limitações. Porém, nas últimas décadas, transformações ocorridas na prestação do serviço de RP, pela previdência social, fizeram emergir problemas que refletem descompasso entre seus reais resultados e o que se espera como política pública de inclusão social. Objetivo: Este estudo objetiva compreender as causas sistêmicas e históricas dos distúrbios que ocorrem no serviço de reabilitação profissional desenvolvido pelo INSS na Agência de Previdência Social de Jaú/SP. Com isso, busca-se identificar as principais contradições e fontes de dificuldades percebidas pelos atores envolvidos no processo de RP e, assim, produzir informações que ajudem superar as contradições do modelo vigente. Método: Trata-se de pesquisa qualitativa apoiada em intervenção segundo Laboratório de Mudança (LM). A casuística do estudo foi composta por profissionais atuantes no serviço em estudo, representantes de empresas e segurado em processo de RP. O trabalho envolveu coleta de dados etnográficos, com análise documental, entrevistas individuais,... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Introduction: In Brazil, the Professional Rehabilitation (PR) service is offered by the National Social Security Institute (INSS) and is intended for contributing workers of Social Security with work disabilities, their dependents and people with disabilities. The practice of PR is understood as a public response to the issue of disability, a process to eliminate existing barriers to return and to stay in work after the establishment of disability. However, in recent decades, changes in the provision of PR services by social security have created problems that reflect a mismatch between their actual results and what is expected as a public policy of social inclusion. Objective: This study aims to understand the systemic and historical causes of the disturbances that occur in the professional rehabilitation service developed by the INSS at the Social Security Agency of Jaú / SP. With this, it is expected to identify the main contradictions and sources of difficulties perceived by the actors involved in the PR process and, thus, produce information that helps to overcome the contradictions of the current model. Method: This is qualitative research supported by intervention according to the Change Laboratory (CM). The casuistry of the study was composed of professionals working in the PR service, representatives of companies and insured in the process of PR. The work involved the collection of ethnographic data, with documentary analysis, individual interviews, which served as m... (Complete abstract click electronic access below) / Mestre

Bakgrund: En kvalitativ studie av arbetslivspedagogik i en särskild kontext vid en arbetplats med dubbla funktioner, arbetsplatsen är delvis rehabiliterande utöver sin funktion som arbetplats. Syfte:  I studien  belyses expansivt lärande utifrån möjligheter som kan finnas i den undersökta organisationen. Studien syftar till att  belysa lärande möjligheter inom  organisationen  KRIS och Unga KRIS, Halmstad. Beskrivning sker utifrån ett medarbetarperspektiv. Metod:  Studiens empiriska material insamlades genom  en enkät med Cultural- Historical Activity Theory (CHAT). Vilken används som teoretisk utgångspunkt i studien. Ytterligare  empiri insamlades  genom ett samtal inspirerat av Change Laboratory (CL). Resultat: Studien visar att organisationen som helhet har ett gott arbetsklimat och att medarbetarna på KRIS och Unga KRIS, Halmstad har goda möjligheter att påverka  och utveckla  organisationen. Vidare visar studien att  medarbetaren efter tre års tjänstgöring  hos tidigare nämnda organisationer ska vara redo för den reguljära arbetsmarknaden. Implikation: Organisationen KRIS och Unga KRIS, Halmstad bör  arbeta för att  förbättra lärlingssystemet smat att tydligare  arbeta med lärande i syfte att erbjuda  medarbetaren attraktiv  kompetensutveckling med anledning utav organisationens målsättning  för sina medarbetare. / Background: A qualitative study in work life pedagogy in a particular context of  a workplace  which has a partial rehabilitative purpose in addition to its primary function of beeing a workplace. Objective: This study aims to  shed  a light  on learning  opportunities  within the organization KRIS  and Unga KRIS, Halmstad. The description is based on a  employee perspective. This study also shed a light on  expansive learning based on  the opportunities  that may exist within the organization that have been studied. Method:  the study´s empirical data was collected through a feedback conversation  inspired by  Change laboratory (CL).  Results:  The  study  demonstarates  that the whole  organization  has  a good  work  climate  and that  the employees  on KRIS and Unga KRIS, Halmstad have good opportunitys to influence  and  further develop  the organization.  Furthermore, the study demonstrates  that the employee after three years of employment in  previously mentioned organizations shall be redy to enter the regular labor market. Implications: The organization KRIS and Unga KRIS, Halmstad should work  to improve  the trainee system and  more clearly work  on learning in order to  offer attractive  employee competence  development  considering  the organizational goal  for  their employees.

In Developmental Work Research and its Change Laboratory methodology, development is understood as being when a group of people collaboratively change their material object. This study argues that this understanding ignores personal zones of proximal development and personal history as a beginning, and functional concepts as an outcome. Perceiving the subject of an activity as a homogenous group, I claim, is tantamount to an assimilation model of integration. Integration models that aim at homogenization rely on abstract concepts of others and require retooling in order to be more empathetic and expansive. Switzerland in 1998 adopted an acculturation model of assimilation that was thought to be the only possible solution for the maintenance of national unity. The model has been referred to as a national capitalistic ‘steamroller’ based on homogenization and exclusion. Under this perspective, migrant and refugee parents are categorised by mainstream educators as desisting from their children’s formal education, and national parents represent the perfect model. The empirical work was carried out within a home-school project in a French-speaking canton in Switzerland. The project was designed by a group of special education teachers. The study explores the potential of Developmental Work Research and Change Laboratory methodology, as developed by Engeström (1987), to produce radical and sustained organisational change in a social context. Through the inclusion of an analysis of subject positioning, the findings show that Change Laboratory offers a solid background for retooling new concepts of immigrant people to one that is more empathetic and expansive. The conflicts that ensued within the Change Laboratory sessions opened a developmental zone in which the concepts of being a national or a foreigner were reconstructed. The study suggests ways of improving Change Laboratory methodology for better understanding of subject positioning.

This thesis investigates the use of action research and activity theory to promote the professional development of teachers in an Icelandic upper secondary school. The purpose of the research was to develop a new model to foster professional development through enhancing the participants’ agency to transform their practice. It was carried out with an action research group of twenty-one school professionals and an outside consultant. The group’s aim was to find ways to increase students’ sense of responsibility for their studies. The project combined the ideas behind the Change Laboratory, one of the methods of developmental work research established by Engeström and action research as elaborated by McNiff. I termed our approach the Change Room. There activity theory and the theory of expansive learning provided the participants with a conceptual framework, historical analysis and tools to analyse what changes might be appropriate in our classroom practice. The action research provided the participants with the method and tools to guide the participants when carrying out and evaluating these changes. The research focus was on tensions the participants experienced in their classroom practice. Through creative resolutions of these tensions the intention was to develop better practices and contribute to school development. The research used both action research and case study methodology. The research tools were documentary analysis, interviews, surveys, research diary and observations. The findings were analysed using deductive process based on activity theory. The teachers experienced tensions in their classroom practice between students’ active and passive learning, didactic and dialogic teaching methods, and the requirement to cover the syllabus and to promote deep learning. To resolve these tensions the teachers have developed teaching practices that enhanced active student learning and given more weight to the students’ voices. Participation in the action research group enhanced both individual and collective learning of the school professionals. Their agency to change practice was increased and they also developed more cross curriculum agency. The combination of activity theory and action research in the Change Room provides a new model for enhancing teachers’ professional development and collaboration that has potential to transform classroom practice.

Studies whose focus is finding solutions to practical IT implementation issues / problems such as slow systems uptake and meaningful work improvement are few. This thesis describes how IS practitioners from government and the private sector, together with users came together to redesign the current Botswana ISD work practice in order to address this shortcoming. The result has been the incorporation of activity-based learning and reflection in current ISD practice. The study adopted Cultural Historical Activity Theory (CHAT) as the framework of analysis as well as the associated Developmental Work Research (DWR) methodology as the research method. An expansive learning cycle was stimulated through change laboratory sessions with participants from government and industry. The general research question for the study is: ‘How should ISD as a systemic work activity be carried out to facilitate effective learning?’ The four sub-questions the thesis focuses on are: ‘(1) What constitutes Botswana’s ISD practice or how is ISD currently practiced in Botswana? (2) What are the users and developers learning and is the learning effective? (3) How can current practice be improved in order to facilitate effective learning? (4) What do users and IS professionals learn when collaborating in the review and redesign of ISD practice?’ The study was qualitative in nature and data collection was based on interviews, archival data, observations as well as data from change laboratory sessions. Data from the change laboratory sessions was video-taped and later transcribed for analysis. Though I used CHAT as the main theoretical tool for analysis of ISD and learning, I also used additional theoretical concepts on learning to assist with the analysis and redesign of new practice. These are concepts relating to two types of learning that are found in any setting or environment i.e. conscious / learning conscious learning and unconscious / task conscious learning as well as concepts relating to reflection-on action. Analysis of learning in current Botswana ISD practice shows that current learning is not effective because it does not provide the right balance between conscious and unconscious learning. Current learning tasks are predominantly geared towards unconscious learning. The solution to this practical learning problem, which constitutes improvement to practice, is the incorporation of activity-based learning and reflection through the introduction of learning evaluation checkpoints throughout the ISD process. Furthermore, during the collaborative redesign sessions it emerged that: 1) learning was collective and distributed agency and 2) learning was expansion of the object in multiple dimensions. The study makes both theoretical and practical contributions. The theoretical contribution is through the application of learning concepts such as the two types of learning (i.e. conscious and unconscious learning) and expansive learning to the review, analysis and redesign of ISD practice with the participation of representatives from government and the private sector. In terms of the practical contribution, a new Botswana ISD practice model that incorporates activity-based learning and reflection has been designed, and findings from examination of the model suggest that it has potential to address current learning deficiencies and thus contribute to efforts of avoiding IS failures. / Thesis (PhD)--University of Pretoria, 2012. / Informatics / unrestricted

Introdução - Os acidentes de trabalho na construção civil são considerados como graves problemas de saúde pública devido ao grande número de riscos ocupacionais que seus trabalhadores estão expostos. Esses acidentes implicam em elevados custos, e geralmente são analisados por teorias unicausais, as quais limitam a prevenção de acidentes semelhantes, sendo importante um estudo mais ampliado baseado em teorias organizacionais e sistêmicas. Objetivo - Contribuir para o aprimoramento das metodologias de análise de acidente, integrando abordagem organizacional com a teoria do aprendizado expansivo potencializando o protagonismo interno nas organizações. Método - Coleta de dados etnográficos, como entrevistas, observações em situação e análise de documentos referente à obra de construção do aeroporto. Foram entrevistados trabalhadores de diferentes funções e departamentos da empresa, como também duas sessões de Análise Coletiva do Trabalho. Aplicação do Modelo de Análise e Prevenção de Acidentes de Trabalho (MAPA) juntamente com o Modelo de Análise Organizacional do Evento (AOE), que propõem uma abordagem sistêmica do caso foram utilizados, juntamente com os outros dados, como suporte para as sessões do Laboratório de Mudanças (LM). Estas sessões foram planejadas com base na teoria do aprendizado expansivo e no conceito da dupla estimulação. Resultados - A análise do trabalho habitual, da análise de mudanças e de barreiras e da dimensão histórica, vertical e transversal permitiram compreender as causas latentes do acidente, que teve origem em rede de múltiplas falhas em interação (gestão de projeto e de mudanças; gestão de materiais e logística; gestão de terceiras; gestão de emergências; gestão de segurança). A análise histórica mostrou que estes fatores emergiram ao longo do tempo na organização como fruto de decisões gerenciais em diferentes níveis. O aeroporto foi planejado para ser construído em tempo determinado politicamente, e insuficiente e incompatível com a sua complexidade. A escolha da modalidade de contrato em que o consórcio era responsável por todas as fases da obra, foi outro evento histórico crítico, pois permitiu que a obra iniciasse sem o projeto executivo definitivo. Além disso, havia diferentes culturas de empresas trabalhando juntas pela primeira vez em contexto de pressão temporal, com a utilização de terceirização de atividades sem a coordenação necessária. Estas mudanças levaram a manifestações de contradições secundárias, que acabaram levando ao surgimento de anomalias, tais como, retrabalho, acidentes, atrasos, desperdício de recursos. Muitos problemas relativos à construção do aeroporto apareceram nas sessões do LM. O método da dupla estimulação propiciou o engajamento dos atores com a criação de artefatos e modelos, tais como, linha do tempo da obra, círculo vicioso, sistema de atividade que contribuíram para uma visão mais expansiva das contradições que estavam levando a anomalias na obra e criação de possíveis soluções. Conclusão - A metodologia do LM e o uso dos conceitos de aprendizagem expansiva, associados aos conceitos usados no MAPA e na AOE possibilitaram a compreensão das manifestações de contradições e origens sistêmicas do acidente e de outras anomalias na obra, a criação de agência (protagonismo) e o engajamento dos atores bem como, a visualização de soluções preventivas em obras futuras. / Introduction - Work accidents in construction are serious problems at public health due to the large number of occupational risks that their workers are exposed. These accidents involve high costs, and are generally analyzed by unicausal theories, which limit the prevention of similar accidents. It is important a broader study based on organizational and systemic theories. Aim - Contribute at improving the accident analysis methodologies, integrating organizational approach to the theory of expansive learning enhancing the agency inside the organizations. Method Ethnographic data collection such as interviews, observations and analysis of documents related to the airport construction. Workers of different functions and departments of the company were interviewed, as well two sessions of Collective Worker Analysis was applied. Application of Model of Analysis and Prevention of Work Accident (MAPA) along with the Model of Event Organizational Analysis (AOE), which propose a systemic approach to the case. These analysis were used to support the sessions of the Changes Laboratory (CL) which were based on theory of expansive learning and the concept of double stimulation. Results - The analysis of habitual work, the analysis of changes and barriers and analysis of historical, vertical and transverse dimension allowed to understand the accident underlying causes, which was originated in the network of multiple failures in interaction (management of projects and changes; management of materials and logistics; management of outsourcing companies; management of emergencies; safety management). The historical analysis showed that these factors had emerged over time at organization as a result of management decisions at different levels. The airport was planned to be built in time determined politically, and insufficient and inconsistent with its complexity. The choice of the type of contract, which the consortium was responsible for all phases of the construction site, was another critical historical event because it allowed the airport construction initiated without the definitive executive project. Moreover, there were different cultures of companies working for the first time together in time pressure context, with the outsourcing strategy without the necessary coordination. These changes have led to manifestations of secondary contradictions, which eventually led to the emergence of anomalies, such as rework, accidents, delays, waste of resources. Many problems concerning the construction of the airport appeared during CL sessions. The method of double stimulation led to the engagement of actors with the creation of artifacts and models, such as timeline of the construction site, vicious circle and activity system, which contributed to an expansive view of contradictions that were leading to anomalies in this site and creation of possible solutions. Conclusion - The CL and concepts of expansive learning associated with the concepts used at MAPA and AOE provided an understanding of the manifestations of contradictions and systemic origins of the accident and other anomalies at airport construction site; criation of agency and engagement of actors; and also at visualizing preventive solutions in future construction sites.

No description available.

No Brasil, as políticas públicas para reintegração de adolescentes em conflito com a lei enfrentam desafios para sua efetividade. Desde o surgimento das primeiras instituições de acolhimento para crianças e adolescentes abandonados e em conflito com a lei, práticas para contenção dessa população foram priorizadas em detrimento de instrumentos que despertassem a crítica para formação desses cidadãos. O objetivo da dissertação foi analisar o histórico dessas instituições para elucidar as contradições deste Sistema de Atividade que impede a concretização de um projeto socioeducativo para os meninos e meninas internados na Fundação Casa. Foi realizada coleta de dados etnográficos, por meio de entrevistas, observação participante, combinada com consulta em artigos, teses, dissertações, literatura e filmes sobre o histórico institucional e seu funcionamento na atualidade. Utilizando conceitos da Teoria da Atividade Histórico Cultural foi realizada análise histórica para evidenciar contradições em três momentos distintos: surgimento dos reformatórios, criação da Fundação do Bem Estar do Menor e transição para a Fundação Centro de Atendimento Socioeducativo. A análise mostrou o desenvolvimento institucional passando da proposta de contenção para um modelo socioeducativo. Entretanto, as práticas disciplinares para contenção dos internos não foram totalmente extintas causando distúrbios e anomalias no Sistema de Atividade. Aventa-se a hipótese da existência de um objeto em disputa evidenciando suas contradições nos e entre os elementos do Sistema. Para que ocorram mudanças que acompanhem a proposta socioeducativa, é preciso uma expansão conceitual do objeto pela instituição, de modo que ele seja compartilhado pelos diferentes profissionais envolvidos na atividade, orientando ações articuladas voltadas para atenderem à demanda social atual. Para tanto se propõe o Laboratório de Mudança (LM), método de intervenção formativa com potencial de reunir os atores para construção de soluções inovadoras e experimentação de práticas baseadas em novas relações de trabalho. / In Brazil, public policies for the reintegration of adolescents in conflict with the law face challenges to their effectiveness. Since the emergence of the first shelter institutions for children and adolescents abandoned and in conflict with the law, practices to contain this population have been prioritized to the detriment of instruments that provoke criticism for the formation of these citizens. The purpose of the dissertation was to analyze the history of these institutions to elucidate the contradictions of this Activity System that prevents the implementation of a socio-educational project for boys and girls admitted to the Casa Foundation. Ethnographic data collection was carried out, through interviews, participant observation, combined with consultation on articles, theses, dissertations, literature and films about the institutional history and its current functioning. Using concepts from the Historical Cultural Activity Theory, a historical analysis was carried out to highlight contradictions in three distinct moments: the emergence of the reformatories, the creation of the Welfare of the Minors Foundation and the transition to the Socio-Educational Center. The analysis showed the institutional development going from the contention proposal to a socio-educational model. However, disciplinary practices for restraint of inmates were not totally extinguished causing disturbances and anomalies in the Activity System. The hypothesis of the existence of a disputed object is presented, evidencing its contradictions in and among the elements of the System. In order to bring about changes that accompany the socio-educational proposal, a conceptual expansion of the object by the institution is necessary, so that it is shared by the different professionals involved in the activity, guiding articulated actions aimed at meeting the current social demand. For that, the Change Laboratory is proposed, a method of training intervention with the potential to bring together the actors for the construction of innovative solutions and experimentation of practices based on new working relationships.

No Brasil, as políticas públicas para reintegração de adolescentes em conflito com a lei enfrentam desafios para sua efetividade. Desde o surgimento das primeiras instituições de acolhimento para crianças e adolescentes abandonados e em conflito com a lei, práticas para contenção dessa população foram priorizadas em detrimento de instrumentos que despertassem a crítica para formação desses cidadãos. O objetivo da dissertação foi analisar o histórico dessas instituições para elucidar as contradições deste Sistema de Atividade que impede a concretização de um projeto socioeducativo para os meninos e meninas internados na Fundação Casa. Foi realizada coleta de dados etnográficos, por meio de entrevistas, observação participante, combinada com consulta em artigos, teses, dissertações, literatura e filmes sobre o histórico institucional e seu funcionamento na atualidade. Utilizando conceitos da Teoria da Atividade Histórico Cultural foi realizada análise histórica para evidenciar contradições em três momentos distintos: surgimento dos reformatórios, criação da Fundação do Bem Estar do Menor e transição para a Fundação Centro de Atendimento Socioeducativo. A análise mostrou o desenvolvimento institucional passando da proposta de contenção para um modelo socioeducativo. Entretanto, as práticas disciplinares para contenção dos internos não foram totalmente extintas causando distúrbios e anomalias no Sistema de Atividade. Aventa-se a hipótese da existência de um objeto em disputa evidenciando suas contradições nos e entre os elementos do Sistema. Para que ocorram mudanças que acompanhem a proposta socioeducativa, é preciso uma expansão conceitual do objeto pela instituição, de modo que ele seja compartilhado pelos diferentes profissionais envolvidos na atividade, orientando ações articuladas voltadas para atenderem à demanda social atual. Para tanto se propõe o Laboratório de Mudança (LM), método de intervenção formativa com potencial de reunir os atores para construção de soluções inovadoras e experimentação de práticas baseadas em novas relações de trabalho. / In Brazil, public policies for the reintegration of adolescents in conflict with the law face challenges to their effectiveness. Since the emergence of the first shelter institutions for children and adolescents abandoned and in conflict with the law, practices to contain this population have been prioritized to the detriment of instruments that provoke criticism for the formation of these citizens. The purpose of the dissertation was to analyze the history of these institutions to elucidate the contradictions of this Activity System that prevents the implementation of a socio-educational project for boys and girls admitted to the Casa Foundation. Ethnographic data collection was carried out, through interviews, participant observation, combined with consultation on articles, theses, dissertations, literature and films about the institutional history and its current functioning. Using concepts from the Historical Cultural Activity Theory, a historical analysis was carried out to highlight contradictions in three distinct moments: the emergence of the reformatories, the creation of the Welfare of the Minors Foundation and the transition to the Socio-Educational Center. The analysis showed the institutional development going from the contention proposal to a socio-educational model. However, disciplinary practices for restraint of inmates were not totally extinguished causing disturbances and anomalies in the Activity System. The hypothesis of the existence of a disputed object is presented, evidencing its contradictions in and among the elements of the System. In order to bring about changes that accompany the socio-educational proposal, a conceptual expansion of the object by the institution is necessary, so that it is shared by the different professionals involved in the activity, guiding articulated actions aimed at meeting the current social demand. For that, the Change Laboratory is proposed, a method of training intervention with the potential to bring together the actors for the construction of innovative solutions and experimentation of practices based on new working relationships.

Pesquisas intervencionistas baseadas na Teoriada AtividadeHistórico-Cultural (TAHC), do aprendizado expansivo e que utilizam o método dialógico auxiliam no encontro de soluções para crises interinstitucionais complexas que exigem decisões urgentes e de impacto na sociedade. O objetivo do estudo foi aplicar e analisar a metodologia intervencionista Laboratório de Mudanças (LM), seus princípios esuas meta-ferramentas em um caso empírico de distanciamento institucional entre a Faculdade de Saúde Pública da Universidade de São Paulo (FSP/USP) e o Centro de Saúde Escola Geraldo de Paula Souza (CSEGPS). Trata-se de uma pesquisa de intervenção formativa na modalidade de estudo de caso que ocorreu entre 2013 e 2016. Foram realizadas análise de documentos e observação exploratória para coleta de dados etnográficos,entrevistas semiestruturadas, reuniões de planejamento e sessões do LM. O referencial teórico utilizado para análise dos dados foi a metodologia do LM. O uso do princípio de dupla estimulação de Vygostsky ajudou os participantes e pesquisadores a identificar as contradições nos Sistemas de Atividades (SAs) e desvelar a gênese histórica e sistêmica dos problemas que culminaram na crise e no afastamento nas relações de colaboração em atividades acadêmicas. Oresgate das origens das contradições manifestadas como conflitos e distúrbios e a análise dessas contradições serviu para retroalimentar o processo de aprendizagem dos participantes.A Linha do Tempo foi uma das meta-ferramentas utilizadas que auxiliou a identificar que no passado havia uma convergência entre os objetos da FSP/USP e do CSGPS e os eventos críticos decorrentes de mudanças nas políticas econômicas, de saúde e educação, que dentre outros fatores internos às instituições influenciaram direta e indiretamente para o distanciamento, a ruptura e a crise vivenciada.A análise histórica foi um elemento essencial no processo para a aprendizagem organizacional e expansiva porque favoreceua manifestação do protagonismo dos atores envolvidos.Ao final da intervenção, a visão que os atores tinham sobre os problemas foi expandida para o entendimento de uma crise da universidade pública com a sociedade, que foi compreendida como crise de legitimidade da universidade pública. Houve ampliação de conceitos que possibilitaram aos atores visualizar soluções e desenhar a atividade de colaboração futura, no âmbito de quais seriam as relações acadêmico-pedagógicas e o processo de trabalho no SistemaÚnico de Saúde (SUS). Apesar da pesquisater sido realizada 9 em um contexto de incerteza institucional, onde havia falta de decisões políticas sobre o destino de uma das instituições, a intervenção formativa com o LM, que associa pesquisa com a extensão, foi considerada uma poderosa ferramenta para o desenvolvimento da aprendizagem e do protagonismo dos atores, com capacidade de produzir transformações nos SAs. / Interventionist Research based on the Cultural-Historical Activity Theory (CHAT), of expansive learning and which uses the dialog method helps in the quest for solutions for complex institutional crises which call for urgent decisions which impact society. The objective of the study was to apply and analyze the interventionist Change Laboratory (CL) methodology, its principles and its meta-tools to an empirical case of the institutional distancing of the School Public Health of the University of São Paulo (SPH/USP) from the Educational Health Center Geraldo de Paula Souza (EHCGPS). This is a formative interventionist research in the case study mode which occurred between 2013 and 2016. A documentary analysis and exploratory observation were undertaken for the collection of ethnographic data, as also were semi-structured interviews, planning meetings and CL sessions. The theoretical frame of reference used for the data analysis was the CL method. The use of Vygostsky\'s double-stimulation principle helped the participants and researchers to identify the contradictions in the Activity Systems (ASs) and reveal the historical and systemic genesis of the problems which culminated in the crisis and the distancing in the collaborative relationship in academic activities. The recovery of the origins of the contradictions revealed as conflicts and disturbances and the analysis of these contradictions served to retro-feed the participants\' learning process. The Time-line was one of the meta-tools used which helped to identify the convergence which had existed in the past between the objectives of the SPH/USP and the EHCGPS and the critical events which arose from the changes in the policies, at one and the same time economic, of health and of education which, among other internal factors of the institutions concerned contributed both directly and indirectly to the distancing, the rupture and the crisis experienced. The historical analysis was an element essential to the organizational and expansive learning process because it favored the expression of the activity of the authors involved. At the end of the intervention, the vision which the actors hadof the problems involved was enlarged into the understanding of the crisis of the public university in its relationship with society, understood as a crisis of the legitimacy of the public university. There was a broadening of concepts which enabled the actors to visualize solutions and plan the activity of future collaboration within the ambit of what the academic-pedagogical relations and the process of the working of the Unified 11Health System (UHS) would be. Despite the research\'s having been undertaken in a context of institutional uncertainty, in which there was a lack of political decision as to the fate of one of the institutions concerned, the formative intervention using the CL, which associates research and extension work, was considered a powerful tool for the enlargement of learning and the actors\' participation, capable of transforming the ASs.