Resumen

XIMENES-ROCHA, Solange Helena  y  FIORENTINI, Dario. Formação de professores em comunidades colaborativas no interior da Amazônia. Educação. Santa Maria [online]. 2018, vol.43, n.2, pp.267-284. ISSN 1984-6444.  https://doi.org/10.5902/1984644428842.

This paper reports on a study that aimed at describing and comprehending the transformation process of a local academic community inside the Amazon - named Formazon - into a collaborative learning community which includes school teachers, professors, and future educators from different areas of knowledge. The data was collected in an 18-month period from records and audio transcripts of meetings and from interviews. The narrative research was used to analyze the data, understanding it just as Clandinin and Connely (2000) did, as a way to bring meaning to the lived experience and also to investigate it. Its analysis aimed at answering the following questions: How has the Formazon community been learning and transforming itself? How has it been shaping itself into a collaborative community? What are the evidences of this transformation? Results indicate that, in relation to Formazon, collaborative interaction regarding both the participants’ school practices as well as the researching of these practices and of the politics permeating them, has outlined a new form of continuous education in the group, based on reflecting on and investigating school practices. Constituting a community that studies, questions, and researches school practices, Formazon has empowered the professional development process of its participants by increasing emancipation and professional autonomy.

Palabras clave : Teacher Training Inside Communities; Collaborative Communities; Academic Inbreeding Community.

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