Abstract
Situated Learning Theory considers learning to be socially constructed and grounded in concrete situations, viewing knowledge not as primarily abstract and symbolic but as provisional, mediated, and socially constructed, with intersubjective meanings attributed to shared practices. This study aimed to understand, in light of the aforementioned approach, the construction of collaboration as a driver of the learning process in a group of students from a technical Baking course, conceived as a community of practice, at a technical and technological education institution in southern Brazil. Data were collected through non-participant observation over a period of four months in 2024, during practical workshops linked to activities that integrate the educational institution with the external community (extension projects). Additionally, semi-structured interviews were conducted with the participating students after the workshops. Based on the collected data, it was possible to identify, to varying degrees, several elements inherent to the genesis of communities of practice presented by the selected theory, such as environment/context, leadership, connectivity, and formal/informal learning. It is worth noting that the participation of these students in the workshops, in addition to consolidating technical knowledge, also enhanced their understanding of the tacit values inherent in food production and their commitment to citizenship, promoting more effective engagement in their professional practices through a more humanized education.
Author Information
Fernanda Arboite de Oliveira, Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – IFRS (Campus Osório), Brazil
Rafaela Drey, Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul - IFRS (Campus Osório), Brazil
Paper Information
Conference: BCE2024
Stream: Learning Experiences
This paper is part of the BCE2024 Conference Proceedings (View)
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To cite this article:
Oliveira F., & Drey R. (2025) Collaboration, Situated Learning, and Citizenship: The Importance of Communities of Practice in a Technical Baking Course ISSN: 2435-9467 – The Barcelona Conference on Education 2024: Official Conference Proceedings (pp. 723-729) https://doi.org/10.22492/issn.2435-9467.2024.63
To link to this article: https://doi.org/10.22492/issn.2435-9467.2024.63
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