Cultural appropriation of Lesson Study: perceptions and learnings of a university-school borderland community
Over the last decades, Lesson Study (LS) has been adopted in different contexts, introducing adjustments considering cultural characteristics and local realities. This article aims to describe and discuss the processes of cultural appropriation of LS conducted by a university-school borderland commu...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Zetetiké (Online) |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8676742 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8676742 |
| Access Level: | acceso abierto |
| Palabra clave: | Lesson Study Estudo de aula de matemática Comunidade colaborativa Aprendizagem docente Collaborative community Teachers’ learning Mathematics teachers |
| Sumario: | Over the last decades, Lesson Study (LS) has been adopted in different contexts, introducing adjustments considering cultural characteristics and local realities. This article aims to describe and discuss the processes of cultural appropriation of LS conducted by a university-school borderland community: the Saturday Group (GdS). Adopting a sociocultural perspective, we narrate and systematize such processes considering the group’s main reflections and productions over the last seven years. The study identified points in common as well as differences between the Japanese LS and the process developed by the GdS, called Hybrid Lesson Study (HLS). It also revealed the challenges confronted and participants’ learnings. The synthesis shows that, even with its differences, the HLS preserves the essential features of Japanese LS, is a fruitful opportunity for teachers’ professional development that makes it possible to expand the dialogical space between the university and the school, promoting transformations in both. |
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