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Estudo de uma comunidade virtual de prática : contributo para a formação de professores do ensino fundamental I
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Abstract(s)
Numa sociedade em constantes transformações, principalmente tecnológicas, o
aperfeiçoamento constante da prática docente passa a ser fator importante para uma
educação de qualidade.
O presente estudo aborda a temática do uso das comunidades virtuais de prática na
formação dos professores do Ensino Fundamental I. Trata-se de uma reflexão sobre a
aprendizagem colaborativa como eixo principal desse processo de formação, onde as
comunidades virtuais de prática podem proporcionar um ambiente favorável ao
compartilhamento de informações e à construção de novos conhecimentos, além de novas
ideias para a resolução de problemas do cotidiano escolar.
Quanto à metodologia, optamos pela abordagem qualitativa e quantitativa com estudo
de casos múltiplos, utilizando a observação e questionário como instrumentos para recolha
de dados.
A análise dos dados obtidos evidenciou que os professores de Ensino Fundamental I
participantes detêm pouco conhecimento sobre comunidades virtuais de prática, e que a
vontade e interesse dos mesmos em compartilhar é característica essencial para que uma
comunidade virtual de prática atinja os seus objetivos. Constatou-se que a aprendizagem
colaborativa é um dos aspectos mais importantes na formação docente e que as instituições
educacionais nas quais os professores pesquisados atuam ainda não adotam essa prática.
A pesquisa nos revelou aspectos positivos e limitações das comunidades virtuais de
prática, onde a participação ativa dos membros e a atividade do moderador demonstrou ser
fundamental para que se configure uma comunidade virtual de prática efetiva e não a simples
existência de redes. Concluiu-se, portanto, que as comunidades virtuais de prática podem ser
um contributo para a formação dos professores do Ensino Fundamental I.
In a society in constant transformation, mainly technological, the constant improvement of the teaching practice becomes an important factor for a quality education. The present study approaches the theme of the use of virtual communities of practice in the training of primary school teachers. It is a reflection about collaborative learning as the main axis of this training process, where virtual communities of practice can provide an environment favorable to the sharing of information and the construction of new knowledge, as well as new ideas to solve daily school problems. Regarding the methodology, we opted for a qualitative and quantitative approach with multiple case studies, using observation and questionnaire as instruments for data collection. The analysis of the data obtained showed that the participating teachers of Elementary School I have little knowledge about virtual communities of practice, and that their willingness and interest in sharing is an essential characteristic for a virtual community of practice to achieve its goals. It was found that collaborative learning is one of the most important aspects of teacher education and that the educational institutions in which the teachers studied are not yet adopting this practice. The research revealed positive aspects and limitations of virtual communities of practice, where the active participation of the members and the activity of the moderator proved to be fundamental for a true virtual community of practice, and not a mere existence of networks. It was concluded, therefore, that the virtual communities of practice can be a contribution for the training of the teachers of Elementary School I.
In a society in constant transformation, mainly technological, the constant improvement of the teaching practice becomes an important factor for a quality education. The present study approaches the theme of the use of virtual communities of practice in the training of primary school teachers. It is a reflection about collaborative learning as the main axis of this training process, where virtual communities of practice can provide an environment favorable to the sharing of information and the construction of new knowledge, as well as new ideas to solve daily school problems. Regarding the methodology, we opted for a qualitative and quantitative approach with multiple case studies, using observation and questionnaire as instruments for data collection. The analysis of the data obtained showed that the participating teachers of Elementary School I have little knowledge about virtual communities of practice, and that their willingness and interest in sharing is an essential characteristic for a virtual community of practice to achieve its goals. It was found that collaborative learning is one of the most important aspects of teacher education and that the educational institutions in which the teachers studied are not yet adopting this practice. The research revealed positive aspects and limitations of virtual communities of practice, where the active participation of the members and the activity of the moderator proved to be fundamental for a true virtual community of practice, and not a mere existence of networks. It was concluded, therefore, that the virtual communities of practice can be a contribution for the training of the teachers of Elementary School I.
Description
Keywords
Educação colaborativa Comunidades virtuais Comunidades de prática Conhecimento Formação de professores Sistemas de ensino Estudo de casos Collaborative learning Virtual community of practice Knowledge building Teacher training Technology
Citation
Ciolfi, Eliane Gonçalves - Estudo de uma comunidade virtual de prática [Em linha] : contributo para a formação de professores do ensino fundamental I. [S.l.]: [s.n.], 2018. 161 p.