Problem solving and your meanings: negotiations occurrence in a Community of Practice of teachers who teach mathematics

• Autor(a) principal: da Silva, Wanusa Rodrigues
• Data de Publicação: 2017
• Outros Autores: Manrique, Ana Lúcia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/33
• topic: Communities of Practice; Teacher Education; Mathematics Education; Comunidades de Prática; Formação de Professores; Educação Matemática.

This article is a cut of a research that sought to identify which negotiations of meaning involving Problem Solving occurred in the nucleus of PUC / SP, made up of academics, teachers of Basic Education and licenciandos, within the scope of the Education Observatory Program (Obeduc / CAPES ). We adopt as a theoretical perspective the concept of Communities of Practice (CoP) by Lave and Wenger (1991) and Wenger (2001). We used as data gathering instruments the transcriptions of the audio recordings of the meetings, the researcher's field diary and the participant observation, which served as the basis for selecting representative episodes for meaning negotiations. As results, we pointed out that the process of knowing and learning how to work with Problem Solving was validated by CoP as an important part of the social practice of the teacher who teaches mathematics. In addition, the understanding of problem solving common to the group that became part of the CoP shared repertoire was being built over time, this meaning was negotiated and renegotiated in several meetings, and did not occur free of conflicts. As for the different forms of participation in the CoP, we note that the newcomers had a more peripheral participation, while others, especially the teachers, established themselves as experienced members, with full participation. We believe that groups such as those of Obeduc constitute important formative spaces, because being potential communities of practice, they are contexts in which it is possible to negotiate meanings about what is relevant and derive from this process learning as forms of social participation.