Comunidade de aprendizagem: um estado do conhecimento

Abstract

Ens, 2006, p. 40), presents an excerpt from a PIBIC research project entitled State of Knowledge on School Retention and Learning Communities: the meanings that are revealed, funded by CNPq, which aimed to study the categories School Retention and Learning Communities. This investigation is articulated with a matrix research project entitled “Retention and School Organizational Culture in Youth and Adult Education articulated with Technological Professional Education (EJA-EPT): the construction of learning communities”, coordinated by the Federal University of Alagoas (UFAL), in partnership with the University of Porto (UP) and the Federal Institute of Alagoas (IFAL), Maceió and Marechal Deodoro campuses, from 2022 to 2025. In this article, we aim to share the mapping and identification of recurring authors, as well as the main theoretical and methodological approaches present in the corpus resulting from the survey of scientific productions, focusing on the category “Learning Communities”, published in the CAPES repository between 2018 and 2022. Methodologically, we based our research on bibliographic research and used document analysis, through successive reading strategies (Lima; Mioto, 2007). The research identified twelve (12) productions, predominantly qualitative in nature, and showed that the theoretical frameworks were mainly built on the works of Etienne Wenger (1991, 1998, 2000, 2002, 2003, 2007, 2010, 2015, 2016), followed by the authors Cochran-Smith and Lytle (1993, 1999, 2002, 2009). The results of this study served as input for the aforementioned main research project.