Learning as Identity Construction in a Community of Practice: An Ethnographic Study
Professional preparation for work environments in constant transformation represents a significant challenge for current educational systems. This study focuses on the use of Communities of Practice (CoP) as an alternative to addressing this challenge. To deepen our understanding of the learning pro...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | Spanish |
| Published: |
Universidade Federal do Pará
2024-07-01
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| Series: | Amazônia |
| Subjects: | |
| Online Access: | https://www.periodicos.ufpa.br/index.php/revistaamazonia/article/view/16100 |
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| _version_ | 1846120030615371776 |
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| author | Daniel Farias Mega Ives Solano Araujo Eliane Angela Veit |
| author_facet | Daniel Farias Mega Ives Solano Araujo Eliane Angela Veit |
| author_sort | Daniel Farias Mega |
| collection | DOAJ |
| description | Professional preparation for work environments in constant transformation represents a significant challenge for current educational systems. This study focuses on the use of Communities of Practice (CoP) as an alternative to addressing this challenge. To deepen our understanding of the learning process within a CoP, we conducted an ethnographic study at the Centro de Tecnologia Academica (CTA), a laboratory dedicated to the creation of open technologies at Universidade Federal do Rio Grande do Sul. The core of this work investigates the process of identity construction within this environment, emphasizing the importance of understanding the CTA's culture to shape it. We highlight the relevance of value creation in communities of practice as a fundamental element. The observations, interviews, and other qualitative methods employed in the study allowed us to reconstruct the learning trajectory of a CTA collaborator by narrating their participation story. We identified crucial moments that significantly contributed to his identity construction. Additionally, the study underscores the informal nature of social learning in these environments and emphasizes that understanding this process can help promote social structures that provide more authentic learning in school settings. |
| format | Article |
| id | doaj-art-d01457634865405db4240d26a6a6f36b |
| institution | Kabale University |
| issn | 1980-5128 2317-5125 |
| language | Spanish |
| publishDate | 2024-07-01 |
| publisher | Universidade Federal do Pará |
| record_format | Article |
| series | Amazônia |
| spelling | doaj-art-d01457634865405db4240d26a6a6f36b2024-12-16T14:40:06ZspaUniversidade Federal do ParáAmazônia1980-51282317-51252024-07-012044567110.18542/amazrecm.v20i44.161008704Learning as Identity Construction in a Community of Practice: An Ethnographic StudyDaniel Farias Mega0Ives Solano AraujoEliane Angela VeitInstituto Federal Catarinense - Campus ConcórdiaProfessional preparation for work environments in constant transformation represents a significant challenge for current educational systems. This study focuses on the use of Communities of Practice (CoP) as an alternative to addressing this challenge. To deepen our understanding of the learning process within a CoP, we conducted an ethnographic study at the Centro de Tecnologia Academica (CTA), a laboratory dedicated to the creation of open technologies at Universidade Federal do Rio Grande do Sul. The core of this work investigates the process of identity construction within this environment, emphasizing the importance of understanding the CTA's culture to shape it. We highlight the relevance of value creation in communities of practice as a fundamental element. The observations, interviews, and other qualitative methods employed in the study allowed us to reconstruct the learning trajectory of a CTA collaborator by narrating their participation story. We identified crucial moments that significantly contributed to his identity construction. Additionally, the study underscores the informal nature of social learning in these environments and emphasizes that understanding this process can help promote social structures that provide more authentic learning in school settings.https://www.periodicos.ufpa.br/index.php/revistaamazonia/article/view/16100comunidades de práticaidentidadeaprendizagem socialensino de ciências |
| spellingShingle | Daniel Farias Mega Ives Solano Araujo Eliane Angela Veit Learning as Identity Construction in a Community of Practice: An Ethnographic Study Amazônia comunidades de prática identidade aprendizagem social ensino de ciências |
| title | Learning as Identity Construction in a Community of Practice: An Ethnographic Study |
| title_full | Learning as Identity Construction in a Community of Practice: An Ethnographic Study |
| title_fullStr | Learning as Identity Construction in a Community of Practice: An Ethnographic Study |
| title_full_unstemmed | Learning as Identity Construction in a Community of Practice: An Ethnographic Study |
| title_short | Learning as Identity Construction in a Community of Practice: An Ethnographic Study |
| title_sort | learning as identity construction in a community of practice an ethnographic study |
| topic | comunidades de prática identidade aprendizagem social ensino de ciências |
| url | https://www.periodicos.ufpa.br/index.php/revistaamazonia/article/view/16100 |
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