Teacher Training in Collaborative Communities inside the Amazon
DOI:
https://doi.org/10.5902/1984644428842Keywords:
Teacher training inside communities, Collaborative communities, Academic inbreeding communityAbstract
This paper reports on a study that aimed at describing and comprehending the transformation process of a local academic community inside the Amazon – named Formazon – into a collaborative learning community which includes school teachers, professors, and future educators from different areas of knowledge. The data was collected in an 18-month period from records and audio transcripts of meetings and from interviews. The narrative research was used to analyze the data, understanding it just as Clandinin and Connely (2000) did, as a way to bring meaning to the lived experience and also to investigate it. Its analysis aimed at answering the following questions: How has the Formazon community been learning and transforming itself? How has it been shaping itself into a collaborative community? What are the evidences of this transformation? Results indicate that, in relation to Formazon, collaborative interaction regarding both the participants’ school practices as well as the researching of these practices and of the politics permeating them, has outlined a new form of continuous education in the group, based on reflecting on and investigating school practices. Constituting a community that studies, questions, and researches school practices, Formazon has empowered the professional development process of its participants by increasing emancipation and professional autonomy.References
BAKHTIN, M. Estética da criação verbal. Tradução Paulo Bezerra. São Paulo: Martins Fontes, 2011.
CLANDININ, D. J.; CONNELLY, F. M. Narrative inquiry experience and story in qualitative research. San Francisco: Jossey-Bass, 2000.
COCHRAN-SMITH, M.; LYTLE, S. L. Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, Washington, v. 24, p. 249-305, 1999.
COCHRAN-SMITH, M.; LYTLE, S. L. Inquiry as stance: Practitioner research in the next generation. New York: Teachers College Press, 2009.
ESTEVE, J. M. Mudanças sociais e função docente. In: NÓVOA, A. (Org.). Profissão professor. Porto, Portugal: Porto Editora, 1999.
FIORENTINI, D. Pesquisar práticas colaborativas ou pesquisar colaborativamente? In: BORBA, M. C.; ARAÚJO, J. L. (Org.). Pesquisa qualitativa em Educação Matemática. Belo Horizonte: Autêntica, 2004. p.47-76.
FIORENTINI, D. Learning and professional development of the mathematics teacher in research communities. SISYPHUS Journal of Education, v. 1, n. 3, p. 152-181, 2013.
FIORENTINI, D. Cartografias do trabalho docente: um balanço 16 anos depois. Universidade Estadual de Santa Cruz na Bahia, 2014. Videoconferência com docentes e pós-graduandos.
FIORENTINI, D.; CRECCI, V. Interlocuções com Marilyn Cochran-Smith sobre aprendizagem e pesquisa do professor em comunidades investigativas. Revista Brasileira de Educação, v. 21, n. 65, p. 505-524, abr.-jun. 2016.
FIORENTINI, D.; PASSOS, C. L. B.; LIMA, R. C. R. de (Org.). Mapeamento da pesquisa acadêmica brasileira sobre o professor que ensina matemática: período 2001 – 2012. Campinas, SP: FE/UNICAMP, 2016.
FIORENTINI, D. et al. Formação de professores que ensinam Matemática: um balanço de 25 anos da pesquisa brasileira. In: Educação em Revista – Dossiê: Educação Matemática. Belo Horizonte, UFMG, n.36, p.137-160, 2002.
GARCIA, C. M. Formação de professores para uma mudança educativa. Porto Editora: Portugal, 1999.
GATTI, B. A.; BARRETTO, E. S. S. Professores do Brasil: impasses e desafios. Brasília. UNESCO, 2009.
GERALDI, C. M. G.; FIORENTINI, D.; PEREIRA, E. M. A. (Org.) Cartografias do trabalho docente: professor(a)-pesquisador(a). Campinas: Mercado de Letras, Associação de Leitura do Brasil, 1998.
GOERGEN, P.; SAVIANI, D. (Org.). Formação de professores: a experiência internacional sob o olhar brasileiro. Campinas, SP: Autores Associados; São Paulo: NUPES, 1998.
LAVE, J.; WENGER, E. Situated learning: Legitimate peripheral participation. Cambridge: University Press, 1991.
MELLO, D. M. Histórias de subversão do currículo, conflitos e resistências: buscando espaço para a formação do professor na aula de língua inglesa do curso de letras. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) – LAEL, Pontifícia Universidade Católica de São Paulo, São Paulo, 2004.
TOMMASI, L. de; WARDE, M. J.; HADDAD, S. (Org.). O Banco Mundial e as políticas educacionais. São Paulo: Cortez, 2003.
WENGER, E. Uma teoria social da aprendizagem in: ILLERIS, K. Teorias Contemporâneas da Aprendizagem. Porto Alegre: Penso, 2013.
Downloads
Published
How to Cite
Issue
Section
License
Declaration of originality
We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction. We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.
We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).
Attribution 4.0 International (CC BY 4.0)
This license lets others remix, transform, and build upon the material for any purpose, even commercially, and copy and redistribute the material in any medium or format.
This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)
