Community of Practice of teachers education who teach mathematics: constitution, energy and culture
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Data de Publicação: | 2017 |
Outros Autores: | , |
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 |
Resumo: | 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. |
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Community of Practice of teachers education who teach mathematics: constitution, energy and cultureComunidade de Prática de formação de professores que ensinam matemática: constituição, energia e cultivoCommunity of PracticeTeacher EducationMathematics TeachingComunidade de PráticaFormação de ProfessoresEnsino de MatemáticaEducação MatemáticaIn 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.Neste artigo, apresentam-se episódios da prática de um grupo de estudos, formado por professores e futuros professores que se constituiu em uma Comunidade de Prática de Formação de Professores de Matemática, com o objetivo de evidenciar aspectos dessa comunidade que proporcionaram a sua constituição, a sua energização e o seu cultivo. Para fundamentar as análises, foram utilizados os conceitos de Comunidades de Prática na perspectiva de Wenger (1998) e de Wenger, McDermott e Snyder (2002). As análises indicam que o engajamento mútuo e os empreendimentos articulados, fomentados pelas oportunidades de interação, de partilha de repertórios, de trocas de experiências e de ações planejadas pela coordenadora-formadora possibilitaram a negociação de significados e, por conseguinte, a aprendizagem docente. Fatores como a solidariedade, a criatividade e a confiança entre os membros foram essenciais para energizar e cultivar a Comunidade que se mostrou como um espaço fértil para a formação de professoresSociedade Brasileira de Educação Matemática (SBEM)2017-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/3010.25090/remat25269062v14n162017p55a66Revista de Educação Matemática; Vol. 14 No. 16: jan. /jun. 2017; 55-66Revista de Educação Matemática; ##issue.vol## 14 ##issue.no## 16: jan. /jun. 2017; 55-66Revista de Educação Matemática; Vol. 14 Núm. 16: jan. /jun. 2017; 55-66Revista de Educação Matemática; v. 14 n. 16: jan. /jun. 2017; 55-662526-906210.25090/remat25269062v14n162017reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/30/pdfCopyright (c) 2017 Loreni Aparecida Ferreira Baldiniinfo:eu-repo/semantics/openAccessBaldini, Loreni Aparecida FerreiraOliveira, Júlio Cézar Rodrigues deCyrino, Márcia Cristina de Costa Trindade2021-05-06T16:11:58ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG |
dc.title.none.fl_str_mv |
Community of Practice of teachers education who teach mathematics: constitution, energy and culture Comunidade de Prática de formação de professores que ensinam matemática: constituição, energia e cultivo |
title |
Community of Practice of teachers education who teach mathematics: constitution, energy and culture |
spellingShingle |
Community of Practice of teachers education who teach mathematics: constitution, energy and culture Baldini, Loreni Aparecida Ferreira Community of Practice Teacher Education Mathematics Teaching Comunidade de Prática Formação de Professores Ensino de Matemática Educação Matemática |
title_short |
Community of Practice of teachers education who teach mathematics: constitution, energy and culture |
title_full |
Community of Practice of teachers education who teach mathematics: constitution, energy and culture |
title_fullStr |
Community of Practice of teachers education who teach mathematics: constitution, energy and culture |
title_full_unstemmed |
Community of Practice of teachers education who teach mathematics: constitution, energy and culture |
title_sort |
Community of Practice of teachers education who teach mathematics: constitution, energy and culture |
author |
Baldini, Loreni Aparecida Ferreira |
author_facet |
Baldini, Loreni Aparecida Ferreira Oliveira, Júlio Cézar Rodrigues de Cyrino, Márcia Cristina de Costa Trindade |
author_role |
author |
author2 |
Oliveira, Júlio Cézar Rodrigues de Cyrino, Márcia Cristina de Costa Trindade |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Baldini, Loreni Aparecida Ferreira Oliveira, Júlio Cézar Rodrigues de Cyrino, Márcia Cristina de Costa Trindade |
dc.subject.por.fl_str_mv |
Community of Practice Teacher Education Mathematics Teaching Comunidade de Prática Formação de Professores Ensino de Matemática Educação Matemática |
topic |
Community of Practice Teacher Education Mathematics Teaching Comunidade de Prática Formação de Professores Ensino de Matemática Educação Matemática |
description |
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. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-06-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/30 10.25090/remat25269062v14n162017p55a66 |
url |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/30 |
identifier_str_mv |
10.25090/remat25269062v14n162017p55a66 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/30/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Loreni Aparecida Ferreira Baldini info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Loreni Aparecida Ferreira Baldini |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
dc.source.none.fl_str_mv |
Revista de Educação Matemática; Vol. 14 No. 16: jan. /jun. 2017; 55-66 Revista de Educação Matemática; ##issue.vol## 14 ##issue.no## 16: jan. /jun. 2017; 55-66 Revista de Educação Matemática; Vol. 14 Núm. 16: jan. /jun. 2017; 55-66 Revista de Educação Matemática; v. 14 n. 16: jan. /jun. 2017; 55-66 2526-9062 10.25090/remat25269062v14n162017 reponame:Revista de Educação Matemática (Online) instname:Sociedade Brasileira de Educação Matemática (SBEM) instacron:SBEM |
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Sociedade Brasileira de Educação Matemática (SBEM) |
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SBEM |
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SBEM |
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Revista de Educação Matemática (Online) |
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Revista de Educação Matemática (Online) |
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