<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000500343</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v16i41.6415</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CARACTERÍSTICAS DAS PESQUISAS QUE INVESTIGARAM A FORMAÇÃO DE PROFESSORES NO BRASIL POR MEIO DE COMUNIDADES DE PRÁTICA]]></article-title>
<article-title xml:lang="en"><![CDATA[CHARACTERISTICS OF RESEARCH THAT INVESTIGATED TEACHER TRAINING IN BRAZIL THROUGH PRACTICE COMMUNITIES]]></article-title>
<article-title xml:lang="es"><![CDATA[CARACTERÍSTICAS DE LAS INVESTIGACIONES QUE INVESTIGARON LA FORMACIÓN DE PROFESORES EN BRASIL A TRAVÉS DE COMUNIDADES PRÁCTICAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Denker]]></surname>
<given-names><![CDATA[Greice Maiara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galvan]]></surname>
<given-names><![CDATA[Camila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rausch]]></surname>
<given-names><![CDATA[Rita Buzzi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[Blumenau Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[Blumenau Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[Blumenau Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>41</numero>
<fpage>343</fpage>
<lpage>366</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000500343&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000500343&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000500343&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo objetiva compreender características das pesquisas em educação que investigaram a formação de professores no Brasil por meio de comunidades de prática. Foram analisadas pesquisas publicadas no banco de teses e dissertações da capes nos últimos dez anos. Trata-se de uma pesquisa qualitativa de revisão do tipo Estado da arte. Nesta perspectiva e por meio dos descritores: comunidade de prática, formação de professores e formação docente resultaram 21 pesquisas. Destas, analisamos as principais temáticas abordadas, os objetivos, o suporte teórico e os resultados obtidos. Observamos que as principais temáticas envolveram formação inicial e continuada de professores sendo a comunidade de prática um processo utilizado com foco colaborativo, integrando as tecnologias da informação e comunicação. Os objetivos das pesquisas classificam-se em sua maioria como propositivos e descritivos. Dentre os autores, Wenger (2001) ganha destaque quando se trata de Comunidade de Prática, Fiorentini (2014), Gatti (2010), Imbernón (2009) e Nóvoa (2009) ao tratar da formação de professores e Almeida (2008) foi o mais citado quando relacionado às TICs na Educação. Inferimos que propostas atuais acerca da formação de professores indicam contribuições positivas quando envolvem comunidades de prática, por traduzir-se em estratégia de desenvolvimento profissional docente eficaz e moderna que ressignificam os espaços de formação e a própria identidade docente. As pesquisas indicam ainda que o uso da comunidade de prática como um instrumento para o desenvolvimento profissional docente abre portas para Tecnologias de Comunicação e informação, inovando propostas que valorizam e estimulam o compartilhamento entre profissionais]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article aims to understand characteristics of research in education that investigated teacher education in Brazil through communities of practice. Research published in the capes thesis and dissertation database over the past ten years was analyzed. This is a qualitative, state-of-the-art review research. In this perspective and through the descriptors: Community of practice, teacher training and teacher training resulted in 21 surveys. Of these, we analyze the main themes addressed, the objectives, the theoretical support and the results obtained. We observed that the main themes involved initial and continuing teacher training, the community of practice being a process used with a collaborative focus, integrating information and communication technologies. Most research objectives are classified as propositional, and descriptive. Among the authors, Wenger (2001) stands out when it comes to the Community of Practice, Fiorentini (2014), Gatti (2010), Imbernón (2009) and Nóvoa (2009) when dealing with teacher training and Almeida (2008) was the most cited when related to ICT in Education. We infer that current proposals about teacher training indicate positive contributions when they involve communities of practice, as it translates into an effective and modern teacher professional development strategy that resignifies the training spaces and the teaching identity itself. Research also indicates that the use of the community of practice as an instrument for the professional development of teachers opens doors to Communication and Information Technologies, innovating proposals that value and encourage sharing among professionals]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo tiene como objetivo comprender características de la investigación en educación acerca de la formación del profesorado en Brasil mediante comunidades de práctica. Se analizó la investigación publicada en la base de datos tesis y disertaciones de Capes en los últimos diez años. Es una investigación de revisión cualitativa. En esta perspectiva y con los descriptores: comunidad de práctica, y la formación del profesorado resultó 21 encuestas. De estos, analizamos los temas abordados, objetivos, el soporte teórico y los resultados obtenidos. Observamos que los temas principales involucraban la capacitación inicial y continua de los docentes, siendo la comunidad de práctica un proceso utilizado con un enfoque colaborativo, integrando tecnologías de información y comunicación. La mayoría de los objetivos de investigación se clasifican como proposicionales y descriptivos. Entre los autores, Wenger (2001) se destaca cuando se trata de la Comunidad de Práctica, Fiorentini (2014), Gatti (2010), Imbernón (2009) y Nóvoa (2009) cuando se trata de la formación docente y Almeida (2008) fue el más citado cuando se relaciona con las TIC en educación. Inferimos que las propuestas actuales sobre la formación docente indican contribuciones positivas cuando involucran comunidades de práctica, ya que se traduce en una estrategia de desarrollo profesional docente eficaz y moderna que resignifica los espacios de formación y la identidad docente en sí. Indica también que el uso de comunidad de práctica como instrumento para el desarrollo profesional de los docentes, abre las puertas a las Tecnologías y para propuestas innovadoras que valoran el intercambio entre profesionales]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Comunidades de prática]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisas em educação]]></kwd>
<kwd lng="en"><![CDATA[Communities of practice]]></kwd>
<kwd lng="en"><![CDATA[Education research]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="es"><![CDATA[Comunidades de práctica]]></kwd>
<kwd lng="es"><![CDATA[Investigación educativa]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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