Comunidade de prática no ensino de Astronomia: uma caminho para a construção do conhecimento entre professores da Educação Básic

Abstract

The creation of the Community of Practice (CoP) in Astronomy education, implemented at Colégio Estadual de Tempo Integral Assis Chateaubriand (CETIAC), part of the state public education network of Bahia and located in the municipality of Feira de Santana, aimed to analyze how the creation and implementation of a CoP in Astronomy education can contribute to the continuing education of public basic education teachers, based on a practical, collaborative experience that produces teaching materials. Inspired by the pedagogical approach of Jean Lave and Etienne Wenger (1991), the CoP sought to bring together teachers, students, and enthusiasts in a collaborative environment focused on knowledge exchange and collective knowledge building. With this same purpose, a CoP was implemented at the aforementioned institution to enhance and strengthen Astronomy teaching in this educational context, as well as the continuing education of teachers. Direct participants included 16 Basic Education teachers (both internal and external to CETIAC), 3 pedagogical coordinators, and some CETIAC students as indirect interlocutors in the observed teaching practices. A qualitative research methodology was adopted, descriptive in nature, based on the research-training approach, which allowed the inseparable integration of action and reflection, training and investigation. Data collection techniques included questionnaires, observations, and document analysis, which made it possible to monitor and understand the formative processes experienced within the CoP, as well as the impacts of this experience on teaching practice and the collective construction of knowledge. The educational products resulting from this research were the collective creation of Pedagogical Lapbooks within the CoP, organized visually and didactically, with concepts and content related to the teaching of Astronomy in Basic Education in an interdisciplinary way, and an Implementation Guide for a CoP in Astronomy in schools, enabling other professionals interested in developing this formative work with teachers to have a viable guideline. The lapbooks served as accessible teaching aids, facilitating the approach to and understanding of content for both teachers in lesson planning and students in the learning process. The results demonstrated significant improvements in teaching practices, greater engagement of teachers and students, effective collaboration, the development and application of innovative teaching materials, and the feasibility of replicating the model. The analysis highlighted the long-term sustainability of the CoP, its positive impact on the school community, and its contributions to Astronomy education. The experience gained reinforces the importance of Communities of Practice as an effective strategy for continuing education, promoting pedagogical innovation, and expanding possibilities for teaching and learning Astronomy in Basic Education.