The article examines the resonance between F. Varela's enactive approach and the historic-cultural one from L. S. Vygotski focusing on the cognition building mechanisms. The dialectic-historical mechanism and the self-poietic one are compared towards the possibility of comprehending cognition inventivity. The methodology used in this work is based on the indications given by Y. Clot in the anthology Avec Vygotski. The resonance between the authors is analyzed, and the proximity and furthering aspects are highlighted, with special attention given to the respective contributions to the understanding of learning, considering the focus questioning on problem solving and environmental determinism.
Inventive cognition; Learning; Varela; Vygotski