MULTI-AREA TEACHER TRAINING IN THE CONTEXT OF COMMUNITY OF PRACTICE AND ITS LEARNING CONDITIONS

Abstract

This study aimed to describe the learning conditions of teachers in the final years of Elementary School based on the development of multi-area communities of practice. The study included 19 teachers from the final years of elementary school working in a municipal school on the western border of Rio Grande do Sul. A questionnaire and observations of pedagogical meetings were used to respond to the proposed objective. The results obtained demonstrate the potential of cultivating a multi-area community of practice, despite the challenges faced by teachers, such as the demand created by the maintainer, which often makes reflection and moments of exchange between teachers unfeasible. The importance of creating a harmonious environment and collaborative knowledge construction is emphasized so that teachers feel like the agents of their professional training.