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ABS096 - Collaborative work in the context of the education observatory project – Obeduc: reflecting on the role of the other in the elaboration of teacher knowledge - Board 20

2.6 Dialogue and the co-construction of knowledge
Part of:
11:00 AM, Wednesday 30 Aug 2017 (1 hour)
This paper focuses on collaborative work done in the context of research developed with the Education Observatory Program (OBEDUC/CAPES), São Francisco University, Itatiba, São Paulo. The group is constituted by primary teachers, post-graduate students and professors. The main theoretical reference of our analysis is the historical-cultural perspective of human development, with an emphasis on the postulates of Lev S. Vygotsky. We understand that collaborative work is a privileged instance for the teachers’ development and we see it as a social practice, a place for the production of meanings, since, through technical-semiotics instruments (written narratives, oral discussions, theoretical texts, among others) the teachers give new meaning to their teaching activity, that is, experiences shared in the group transform themselves into individualized experiences. The research data was organized in two ways: 1. Narratives of practices produced by teachers through records of audio recordings, video recordings and photos. Such narratives are shared in group meetings once a month. 2. Transcription of recordings of group meetings where all participants analyze narrated practices. The main results are: 1) knowledge of new content in the Brazilian curriculum (algebraic thinking) and on how to teach it; 2) Written narratives that produce meanings; 3) How to record the practices developed in the classroom and to write about them; 4) Understanding literacy practices, expanding the theories that the group studied.  In the teachers’ narratives and from discussions in the meetings, we see evidence of the learning built from this collaborative process.
Universidade São Francisco
São Francisco University
Universidade São Francisco
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