Community of Practice of teachers education who teach mathematics: constitution, energy and culture

• Autor(a) principal: Baldini, Loreni Aparecida Ferreira
• Data de Publicação: 2017
• Outros Autores: Oliveira, Júlio Cézar Rodrigues de, Cyrino, Márcia Cristina de Costa Trindade
• 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/30
• topic: Community of Practice; Teacher Education; Mathematics Teaching; Comunidade de Prática; Formação de Professores; Ensino de Matemática; Educação Matemática

In this article we present episodes of a group of studies formed by teachers and future teachers that was constituted in a Community of Practice of Mathematics Teacher Education. The objective of this paper is to highlight aspects of this community that provided its constitution, its energization and its cultivation. The data for this article were collected in the Community of Practice meetings. In order to base the analyzes, the concepts of Communities of Practice are used in the perspective of Wenger (1998) and Wenger, McDermott and Snyder (2002). The analyzes indicate that mutual engagement and articulated endeavors, fostered by the opportunities for interaction, shared repertories, exchanges of experiences and actions planned by the coordinator-teacher educator, have facilitated the negotiation of meanings and, consequently, teacher learning. Factors such as solidarity, creativity and trust among members were essential to energize and nurture the Community which has proved to be a fertile space for teacher formation.