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 xi
... develop in social situations and extend their sphere of activity and communicative competencies. But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relationships. This ...
... develop in social situations and extend their sphere of activity and communicative competencies. But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relationships. This ...
Página xv
... develop such a perspective. A. conceptual. perspective: theory. and. practice. There are many different kinds of learning theory. Each emphasizes different aspects of learning, and each is therefore useful for different purposes. To some ...
... develop such a perspective. A. conceptual. perspective: theory. and. practice. There are many different kinds of learning theory. Each emphasizes different aspects of learning, and each is therefore useful for different purposes. To some ...
Página xvii
... develop their own practices, routines, rituals, artifacts, symbols, conventions, stories, and histories. Family members hate each other and they love each other; they agree and they disagree. They do what it takes to keep going. Even ...
... develop their own practices, routines, rituals, artifacts, symbols, conventions, stories, and histories. Family members hate each other and they love each other; they agree and they disagree. They do what it takes to keep going. Even ...
Página xviii
... develop national curriculums, ambitious corporate training programs, complex schooling systems. We wish to cause learning, to take charge of it, direct it, accelerate it, demand it, or even simply stop getting in the way of it. In any ...
... develop national curriculums, ambitious corporate training programs, complex schooling systems. We wish to cause learning, to take charge of it, direct it, accelerate it, demand it, or even simply stop getting in the way of it. In any ...
Página xix
... develop these practices may prosper. We will have to value the work of community building and make sure that participants have access to the resources necessary to learn what they need to learn in order to take actions and make ...
... develop these practices may prosper. We will have to value the work of community building and make sure that participants have access to the resources necessary to learn what they need to learn in order to take actions and make ...
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