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O valor formativo das comunidades de prática na construção da identidade profissional
| Content Provider | Semantic Scholar |
|---|---|
| Author | Alves, Margarida Brito Queirós, Paula Susana Batista, Paula |
| Copyright Year | 2017 |
| Abstract | A formacao de professores tem experienciado alteracoes substantivas no que diz respeito a sua concetualizacao e organizacao. Atendendo ao facto de a aprendizagem ser situada social e culturalmente, este texto de reflexao concetual procurou reequacionar o valor formativo das Comunidades de Pratica para a construcao da identidade profissional de futuros professores em contexto de estagio, bem como identificar os constrangimentos que pode encerrar. Da reflexao sobreveio o potencial das Comunidades de Pratica no processo de construcao da identidade profissional dos estagiarios, que aqui encontram um espaco de partilha e de reflexao que lhes permite construir e reconstruir concecoes, pelo assumir gradual de papeis potencialmente emancipatorios. Ja as limitacoes incorrem das relacoes estabelecidas no seio das Comunidades de Pratica quando estas se estruturam com base numa hierarquia excessiva e unidirecional.Palavras-chave: Comunidade de Pratica; Identidade profissional; Estagio; Estudantes estagiarios ABSTRACTTeacher training has experienced substantive changes with respect to its composition and organization. Given that learning is socially and culturally situated, this conceptual reflection text aimed to re-evaluate the formative value of the Communities of Practice in the construction of the professional identity of future teachers within practicum, as well as recognize the constraints that Communities of Practice may entail. From the reflection, it can be emphasised the potential of the Communities of Practice in the process of building the professional identity of the preservice teachers, since they find a space of sharing and reflection that allows them to construct and reconstruct conceptions, by gradually taking on potentially emancipatory roles. Limitations, on the other hand, lie in the relations established within the Communities of Practice when they are structured on the basis of an excessive and unidirectional hierarchy.Keywords: Community of Practice; Professional identity; Practicum; Preservice teachers |
| Starting Page | 159 |
| Ending Page | 185 |
| Page Count | 27 |
| File Format | PDF HTM / HTML |
| DOI | 10.21814/rpe.12275 |
| Volume Number | 30 |
| Alternate Webpage(s) | https://revistas.rcaap.pt/rpe/article/download/12275/10310 |
| Alternate Webpage(s) | https://doi.org/10.21814/rpe.12275 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
