ICAP 2014 Abstract Submission website Educational and School Psychology / Psychologie de l´éducation ICAP14-ABS4176 Violence at school. Challenges for expansive learning of Educational Psychologists. Cristina Erausquin 1,* 1Facultad de Psicologia, Universidad Buenos Aires, Buenos Aires, Argentina Abstract: This work analyzes situational mental models that psycho-educational agents display in the narrations about their experience facing violence problems at school. Questionnaires about Problem-Situations of Violence at School were administered to 130 psycho-educational agents ? mostly Educational Psychologists - in two major cities of Argentine: Buenos Aires and La Plata. For data analysis it was used ?Matrix of Analysis: Dimensions, Axes and Indicators of Psycho-Educational Professional Trajectories? (Erausquin, Basualdo, 2006). Categories from socio-cultural framework based in Vygotsky´s ideas and Second and Third Generation of Cultural-Historical-Activity Theory (Engestrom) are linked to contextualist perspective of cognitive change in educational settings (Rodrigo). Challenges and critical knots relate the structures of inter-agencies to the construction of the violence problem history, the attribution of causes, the strategic intervention and the process of learning by expansion in activity systems (Engestrom,2001).The urgency of demands, the psychologists academic instruction, the historic role of Educational Psychology and the role of schooling in modern societies are analyzed for understanding the complexity of inclusive education (Daniels) and the contradictions between current conscience of human rights for quality of education and the increasing inequalities of social contexts. The participative appropriation (Rogoff) of the psycho-educational agents and their exchange of different senses and meanings develop new dimensions of knowledge, competence and professional identity in communities of practice, building artifacts for reflection about violence adapted to each context. The factorial analysis demonstrates the reliability of the instruments for data collection and identifies the representational systems of Educational Psychologists. The construction of strategic intervention on violence problems underlines the fractures in social memory of activity systems that are distributed with various intensities in the groups identified by the research. New directions for the study of agencies facing violence are being opened, using Matrix of Complex Analysis of Expansive Learning (Engestrom, 2001) for answering who, what, how and why are learning while working in educational contexts.