Comunidade de Prática de Professoras que Ensinam Matemática: um coletivo de desenvolvimento profissional docente

Abstract

This paper addresses a collective of teachers that emerged and is maintained at the school where they work. Our goal is to reflect on this collective in the context of ways interaction between members and on how these ways are related with their professional development. The data production involved observation of group meetings and individual interviews. Our results indicate the characterization of the a group as a Community of Practice, in which the dimensions of identity and vulnerability, are related, respectively, with the following aspects of professional development: recognition of the school as an environment of knowledge production, reflections on content knowledge for teaching.

Keywords: Communities of Practice. Teaching Identity. Teachers’ Professionality.