PROFESSIONAL EDUCATION AND TEACHER TRAINING: A STUDY ON COMMUNITIES OF PRACTICE

This article presents the relationships between professional education, teacher training and communities of practice. It is justified by the recurrent inquiry about an apparent dichotomy between specialty and pedagogical training. It is anchored theoretically in Tardif, Novoa and Pimenta for teacher training and in Lave and Wenger for the conceptualization of communities of practice. It aims to study formal and informal communities of practice seeking to evidence contributions in teacher training. The empirical locus is a professional education institution that is part of the S system and the methodological approach is qualitative of an applied and exploratory nature. The results evidenced an informality in the sharing carried out spontaneously and freely, being able to be translated as a source of updating and continuous formation of this teacher.