Emergência e construção de uma comunidade de prática de formadores de professores de língua inglesa

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This study aims at understanding English teacher educators? professional development in the Brazilian context according to the theoretical framework of participation in communities of practice (CoPs). The perspective followed in the Cultural Sociohistoric tradition considers practice, the negotiation of meaning, identity and community as the necessary components of learning and knowledge (WENGER, 1998), as well as the ways such components may help in continuing professional development through teacher educators? participation in professional activities. CoPs emerge as potential contexts for professional development following the sharing of practices, the construction and negotiation of meaning, the reification of shared meanings, all materialized in documents and artifacts produced by the community. By characterizing ENFOPLI ? Encontro de Formadores de Professores de Língua Inglesa (English language teacher educators meeting) as a CoP, this study establishes its notions of domain, its practice and community meaning (WENGER, 1998; WENGER &SNYDER, 2000; WENGER, McDERMOTT &SNYDER, 2002). The qualitative research methodology adopted included participant observation, document analysis, interviews and a questionnaire (COHEN; MANION; MORRISON, 2000; OLIVEIRA, 2005). The emergence and development of ENFOPLI were characterized by quantitative and qualitative analysis of 5 event reports, the documents produced by the community (books, articles), the homepage and the e-group messages (from 2003 to 2007). The same research sources allowed the identification of different forms of participation in the community. They ranged from core or central participation of founding members, to those resulting from movements from the periphery to the center or vice-versa, revealing the silent or distant participation, mostly as the result of lack of time to introduce a new topic for discussion or engage in discussions posted by other teacher educators or get involved in joint enterprises. This process made educators see their participation in ENFOPLI mainly as a source of information. Individual interview reports and the answers to the 2008 event questionnaire revealed the perceptions of some participants about the relationship between their practices and their participation as well as the community development as a whole. Although teacher educators recognize their practices have been transformed by their participation in the community, more time to engage in joint enterprises is necessary to enrich the interactions among participants and facilitate the development of collective projects to share research findings and practice. ENFOPLI has emerged and was transformed as the result of different forms of engagement of its participants in relation to their trajectories in their local communities of practice, nurturing meanings of belonging and building English teacher educators? identities in the state of Paraná.

ASSUNTO(S)

língua inglesa - formação de professores professores de inglês - formação english language training of teachers teachers of english training

ACESSO AO ARTIGO

Documentos Relacionados