Formação de professores de matemática em comunidades de prática : um estudo sobre identidades

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

27/03/2012

RESUMO

This paper aims at presenting traits of identity shown in the course of a Community of Practice in the Teacher Education (CoP-Action2), in order to discuss to what extent the dynamics assumed in their meetings allowed the development of some of these traits within the Community itself, as well as in the identity of the “mathematics teacher” of two of its participants. We assumed the theoretical framework of Etienne Wenger (1998, et al. 2002) for Communities of Practice and Identity. We analyzed qualitatively the Meeting Records prepared by the researcher, as well as twenty-six interviews with members of the CoP-Action2. For that, we used a vertical analysis, looking for units of analysis in each one of the interviews and Meeting Records, to analyze next, the whole thing in a horizontal way. In this process, emerged traits of identity from the CoP-Action2 and from two teachers, Ivete and Ana, evidenced by its members, as well as by the researcher. Next, we tried to evidence to what extent the work assumed by the community in their meetings, allowed that some of those traits were developed. The results of such analyzes indicate that the dynamic employed by the work developed by the CoP-Action2 presents itself as an alternative to the current teacher education programs permeated by courses/trainings. When we analyze the constitution process of the CoP-Action2 identity, we understand it happened in a two way lane, that is, its identity developed along with the members’ identity, with respect to the participants of the Cop, as well as from where they spoke an acted. Besides, we believe that looking at the identities enable us to understand the dynamic and complex process, typical of social relations, that must be taken into consideration during such education programs, since focusing on the identities development processes of the members in a Community of Practice, we are to discern much more “how” to learn, instead of “what” is learned, a relevant aspect in our education process, as it enables changes in our identities, as well as the contexts we are immersed.

ASSUNTO(S)

mathematics teachers identity matemática - formação de professores educação matemática professores de matemática - prática de ensino professores de matemática - identidade mathematics teacher training mathematics education mathematics teachers practice teaching

ACESSO AO ARTIGO

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