Communities of Practice at the Cidade do Saber

Plural Citizenship and Social Inclusion in Brazil

in Anthropology in Action
Author:
Carla Guerrón Montero University of Delaware cguerron@udel.edu

Search for other papers by Carla Guerrón Montero in
Current site
Google Scholar
PubMed
Close
Restricted access

Abstract

I explore the relationships among state, culture and politics in the context of the largest educational project of social inclusion, local participation and citizenship in the Municipality of Camaçari, state of Bahia, northeastern Brazil. The City of Knowledge (Instituto Raimundo Pinheiro – Cidade do Saber), or CDS, offers free access to education, cultural events, and sports and leisure activities to economically disadvantaged children and adults, based on the concept of ‘plural citizenship’, the understanding that wider access to education, culture and sports shortens social distances and generates sustainable human development. Concepts of social inclusion, local participation, critical thinking and constructions of citizenship are applied, tested and contradicted on the ground. Sustainability is experienced as sustainable human development; sustainable urbanism; environmental sustainability and challenges to the sustainability of CDS, a community of practice where stakeholders are potentially producing a new way to understand what it means to be a modern Brazilian citizen.

Contributor Notes

Carla Guerrón Montero is Associate Professor of Anthropology at the University of Delaware. She has a joint appointment with the Latin American Studies Program, and is affiliated faculty of the Departments of Women’s Studies and Black American Studies. A cultural and applied anthropologist, her research has centred on phenomena of globalisation, and more specifically, tourism, in Latin America and the Caribbean. E-mail: cguerron@udel.edu

  • Collapse
  • Expand

Anthropology in Action

Journal for Applied Anthropology in Policy and Practice

  • Agranoff, R. (2008), ‘Enhancing Performance through Public Sector Networks: Mobilizing Human Capital in Communities of Practice’, Performance & Management Review 31, no. 3: 32047.

    • Search Google Scholar
    • Export Citation
  • Boal, A. (2006), The Aesthetics of the Oppressed, trans. A. Jackson (London: Routledge).

  • Bourdieu, P. (1997), Outline of a Theory of Practice (Cambridge: Cambridge University Press).

  • Brown, J. S., A. Collins and P. Duguid (1989), ‘Situated Cognition and the Culture of Learning’, Educational Researcher 18: 3242.

    • Search Google Scholar
    • Export Citation
  • Da Silva, N. and C. Davis (1996), ‘Failing Is Prohibited’, in Brazilian Issues on Education, Gender, and Race, (ed.) S. de Sa Barreto and D. M. L. Zibas (São Paulo: Fundação Carlos Chagas), 13168.

    • Search Google Scholar
    • Export Citation
  • Eckert, P. and S. McConnell-Ginet (1992), ‘Think Practically and Look Locally: Language and Gender as Community-based Practice’, Annual Review of Anthropology 21: 46190.

    • Search Google Scholar
    • Export Citation
  • Edmonds-Cady, C. and M. R. Sosulski (2012), ‘Applications of Situated Learning to Foster Communities of Practice’, Journal of Social Work Education 48, no. 1: 4564.

    • Search Google Scholar
    • Export Citation
  • Freire, P. ([1971] 1993), Pedagogy of the Oppressed (New York: Continuum).

  • Freire, P. (1994), Pedagogy of Hope: Reliving Pedagogy of the Oppressed (New York: Continuum).

  • Gileá de Souza, J. (2006), ‘Camaçari, as Duas Faces Da Moeda: Crescimento Econômico y Desenvolvimento Social’, Mestrado do Análise Regional, Departamento de Ciênciais Sociais Aplicadas, Universidade de Salvador.

    • Search Google Scholar
    • Export Citation
  • Gomes, R. (2011), Reporte Núcleo de Música, COART, Cidade do Saber, Camaçari, Bahia.

  • Haneda, M. (2006), ‘Classrooms as Communities of Practice: A Reevaluation’, TESOL Quarterly 40, no. 4: 80717.

  • Haussman, F. and J. Haar (1978), Notes from Education in Brazil (Hamden, CT: Archon Books).

  • Hemmasi, M. and C. M. Csanda (2009), ‘The Effectiveness of Communities of Practice: An Empirical Study’, Journal of Managerial Issues 21, no. 2: 26279.

    • Search Google Scholar
    • Export Citation
  • Holston, J. (2009), Insurgent Citizenship: Disjunctions of Democracy and Modernity in Brazil (Princeton, NJ: Princeton University Press).

    • Search Google Scholar
    • Export Citation
  • Ireland, T. D. (2008), ‘Literacy in Brazil: From Rights to Reality’, International Review of Education 54, no. 5/6: 71332.

  • Kanno, Y. (1999), ‘The Use of the Community-of-practice Perspective in Language Minority Research’, TESOL Quarterly 33: 12631.

  • Kapucu, N. (2012), ‘Classrooms as Communities of Practice: Designing and Facilitating Learning in a Networked Environment’, Journal of Public Affairs Education 18, no. 3: 585610.

    • Search Google Scholar
    • Export Citation
  • Lave, J. (1988), Cognition in Practice (Cambridge: Cambridge University Press).

  • Lave, J. (1991), ‘Situating Learning in Communities of Practice’, in Perspectives on Socially Shared Cognition, (ed.) L. B. Resnick, J. M. Levine and S. Teasley (Washington, DC: American Psychological Association), 6382.

    • Search Google Scholar
    • Export Citation
  • Lave, J. and E. Wenger (1991), Situated Learning: Legitimate Peripheral Participation (Cambridge: Cambridge University Press).

  • Levinson, B. A., D. E. Foley and D. C. Holland (eds.) (2007), The Cultural Production of the Educated Person (Albany: SUNY Press).

  • Marques, C. Salgueiro da Purificação and R. O. Albernaz (2010), ‘O Pluralismo Jurídico e a Cidadania Plural’, Fortaleza, CE, Anais do XIX Encontro Nacional do CONPEDI, Junho 912.

    • Search Google Scholar
    • Export Citation
  • Moseley, C. (2000), ‘Teaching for Environmental Literacy’, The Clearing House 74, no. 1: 234.

  • Nussbaum, M. C. (2000), Women and Human Development: The Capabilities Approach (New York: Cambridge University Press).

  • Prudente, C. L. (2003), ‘A Pedagogia Afro da Associação Meninos do Morumbi: Entre a Carnavalização e a Cultura Oficial’, Doutorado, Universidade de São Paulo, USP.

    • Search Google Scholar
    • Export Citation
  • Roos, W. (2003), Shaping Brazil’s Petrochemical Industry: The Importance of Foreign Firm Origin in Tripartite Joint Ventures. CEDLA Latin American Series, vol. 60 (West Lafayette, IN: Purdue University Press).

    • Search Google Scholar
    • Export Citation
  • Rosemberg, F. and A. Puntch (2003), ‘Multilateral Organizations and Early Child Care and Education Policies for Developing Countries’, Gender and Society 27, no. 2: 25066.

    • Search Google Scholar
    • Export Citation
  • Schneider, R. M. (1991), Order and Progress: A Political History of Brazil (Boulder: Westview Press).

  • Schwen, T. and N. Hara (2003), ‘Communities of Practice: A Metaphor for Online Design’, The Information Society 91, no. 3: 25770.

    • Search Google Scholar
    • Export Citation
  • Seda Santana, I. (2000), ‘Literacy Research in Latin America’, in Handbook of Reading Research, (eds.) M. Kamil, P. Mosenthal, P. D. Pearson and R. Barr (Mahwah, NJ: Erlbaum), vol. 3, 4152.

    • Search Google Scholar
    • Export Citation
  • Seely Brown, J., A. Collins and P. Duguid (1988), Situated Cognition and the Culture of Learning (Cambridge: BBN Systems and Technologies Corporation/Institute for Research on Learning).

    • Search Google Scholar
    • Export Citation
  • Soares-Palmeira, M., M. L. Coutinho Lima, M. F. Silva Santos, D. Bittencourt, M. Oliveira Nery and V. Vasconcelos (2006), Institutional Development Plan for the CDS, 2006–2012 (Camaçari, Bahia: CDS).

    • Search Google Scholar
    • Export Citation
  • Stein, F. and L. Rankin (1998), ‘Developing a Community of Practice’, The Journal of Museum Education 23, no. 2: 1921.

  • Toohey, K. (1996), ‘Learning English as a Second Language in Kindergarten: A Community of Practice Perspective’, Canadian Modern Language Review 52: 54976.

    • Search Google Scholar
    • Export Citation
  • United Nations Educational, Scientific and Cultural Organization (UNESCO) (2012), Adult and Youth Literacy, 1990–2015: Analysis of Data for 41 Selected Countries (Montreal, Canada: UNESCO Institute for Statistics).

    • Search Google Scholar
    • Export Citation
  • Walker, M. (2003), ‘Framing Social Justice in Education: What does the “Capabilities” Approach Offer?British Journal of Educational Studies 51, no. 2: 16887.

    • Search Google Scholar
    • Export Citation
  • Wenger, E. (1998), Communities of Practice (Cambridge: Cambridge University Press).

  • Wenger, E. (2000), ‘Communities of Practice and Social Learning Systems’, Organization 7, no. 2: 22546.

  • Wenger, E., R. P. McDermott and W. Snyder (2002), Cultivating Communities of Practice: A Guide to Managing Knowledge (Boston: Harvard Business Review Press).

    • Search Google Scholar
    • Export Citation
  • Yosso, T. (2005), ‘Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth’, Race, Ethnicity and Education 8, no. 1: 6991.

    • Search Google Scholar
    • Export Citation

Metrics

All Time Past Year Past 30 Days
Abstract Views 838 605 46
Full Text Views 217 7 0
PDF Downloads 174 7 0