Communities of practice in academia

a scientific production perspective

Abstract

This article addresses the theory of Communities of Practice, based on academic and scientific publications, which deal with the formation of teachers who teach science and mathematics. The analysis is based on the theoretical conception of Communities of Practice by Etienne Wenger, whose objective is to analyze scientific publications, produced in Brazil from 2013 to 2019, which employ the “Communities of Practice” theory as a theoretical basis for the construction of training processes teachers in science and mathematics teaching. In this sense, we seek to answer the following question: how has the theory of Communities of Practice been used in research on teacher education that teach science and mathematics? It is a qualitative bibliographic, analytical and systematic study, in which five scientific articles found in the aforementioned period were evaluated that deal with the proposed theme and objectives. We have evidenced that the researchers seek, in spaces of initial and continued formation, the constitution and use of the theory of community of practice in teaching activities, in the perspective of the concepts defended and registered by Lave and Wenger. Research shows that the Communities of Practice theory can favor the development of collective activities, new arrangements, reflections, sharing, identity, innovation, bonds and engagement of teachers in educational spaces, overcoming resistance to significant pedagogical practices and carrying out profound changes to break free from the Fordist model of teaching and learning.