Communities of Practice: Learning, Meaning, and IdentityCambridge University Press, 28 de set. de 1999 This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation. This ambitious but thoroughly accessible framework has relevance for the practitioner as well as the theoretician, presented with all the breadth, depth, and rigor necessary to address such a complex and yet profoundly human topic. |
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Página iii
... Actions: The Problem ofHuman—Machine Communication LUCY A. SUCHMAN The Construction Zone: Working for Cognitive Change in Schools DENIS NEWMAN, PEG GRIFFIN, and MICHAEL COLE Situated Learning: Legitimate Peripheral Participation JEAN ...
... Actions: The Problem ofHuman—Machine Communication LUCY A. SUCHMAN The Construction Zone: Working for Cognitive Change in Schools DENIS NEWMAN, PEG GRIFFIN, and MICHAEL COLE Situated Learning: Legitimate Peripheral Participation JEAN ...
Página iv
... Action CHRISTIAN HEATH and PAUL LUFF Changing Classes: School Reform and the New Economy MARTIN PACKER Building Virtual Communities: Learning and Change in Cyberspace K. ANN RENNINGER AND WESLEY SHUMAR The Learning in Doing series was ...
... Action CHRISTIAN HEATH and PAUL LUFF Changing Classes: School Reform and the New Economy MARTIN PACKER Building Virtual Communities: Learning and Change in Cyberspace K. ANN RENNINGER AND WESLEY SHUMAR The Learning in Doing series was ...
Página xvi
... action and a form of belonging. Such participation shapes not only what we do, but also who we are and how we interpret what we do. A social theory of learning must therefore integrate the components necessary to characterize social ...
... action and a form of belonging. Such participation shapes not only what we do, but also who we are and how we interpret what we do. A social theory of learning must therefore integrate the components necessary to characterize social ...
Página xviii
... actions. We pay attention to what we expect to see, we hear what we can place in our understanding, and we act according to our world views. Although learning can be assumed to take place, modern societies have come to see it as a topic ...
... actions. We pay attention to what we expect to see, we hear what we can place in our understanding, and we act according to our world views. Although learning can be assumed to take place, modern societies have come to see it as a topic ...
Página xix
... actions, discussions, and reflections that make a difference to the communities that they value. ~ Similarly, if we believe that productive people in organizations are the diligent implementors of organizational processes and that the ...
... actions, discussions, and reflections that make a difference to the communities that they value. ~ Similarly, if we believe that productive people in organizations are the diligent implementors of organizational processes and that the ...
Conteúdo
The concept of practice | 2 |
Community | 15 |
Learning | 24 |
Boundary | 34 |
Locality | 46 |
Knowing in practice | i |
A focus on identity | ii |
Participation and nonparticipation | 7 |
Modes of belonging | 8 |
Identification and negotiability | |
Learning communities | |
Design for learning | |
Organizations | |
Education | |
Bibliography | |
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Termos e frases comuns
ability actions activities alignment Alinsu argued Ariel artifacts aspects become boundary objects boundary practices broader brokering Chapter claims processors Coda communities of practice complex conflicts connections constellation of practices constitute context conversations coordination create defined desk develop dimensions discuss duality economy of meaning emergent structure engagement in practice experience of meaning explicit focus forms of participation global identification and negotiability identity of participation imagination individual influence inherent instance institutional institutionalized interaction interpretation involved issues Jean Lave John Seely Brown kind knowledge learning community lives Medicare modes of belonging multimembership mutual engagement negotiating meaning negotiation of meaning newcomers one’s organization ownership of meaning participation and non-participation participation and reification peripheral person perspectives procedure production reflect regime of competence relations repertoire requires sense shape shared practice social configurations specific structure talk theory things trajectories transformation understanding various