<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-5307</journal-id>
<journal-title><![CDATA[Investigación y Educación en Enfermería]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. educ. enferm]]></abbrev-journal-title>
<issn>0120-5307</issn>
<publisher>
<publisher-name><![CDATA[Imprenta Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-53072018000200002</article-id>
<article-id pub-id-type="doi">10.17533/udea.iee.v36n2e02</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Communities of practice: influences on pedagogical reasoning and action of nursing professors]]></article-title>
<article-title xml:lang="es"><![CDATA[Comunidades de práctica: influencia en el razonamiento pedagógico y en la acción de los profesores enfermeros]]></article-title>
<article-title xml:lang="pt"><![CDATA[Comunidades de prática: influências no raciocínio pedagógico e ação de professoras de enfermagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[do Carmo Menegaz]]></surname>
<given-names><![CDATA[Jouhanna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schubert Backes]]></surname>
<given-names><![CDATA[Vânia Marli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina Moya]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Federal University of Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Federal University of Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,University of Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-53072018000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-53072018000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-53072018000200002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective To analyze how the practice shared in communities of teaching practice in public and private universities influences the pedagogical reasoning and action of nursing professors based on Wenger&#8217;s concepts of community, negotiation of meaning, and learning.  Methods Case study conducted with two professors teaching nursing in a public and a private university in Brazil. Data collection included triangulation of sources and was conducted from April 2014 to July 2015. Data were organized in ATLAS.ti and analyzed using the constant comparative method, which generated three meta-categories.  Results In both cases the program&#8217;s project is shared repertoire and grounds negotiation of meaning in the practice that takes place in the pedagogical reasoning and action phases but negotiation is different between communities and cases. Learning is either solitary or has the influence of at least one other member but does not occur on an institutional basis.  Conclusion Nursing schools could offer more than program&#8217;s project to the negotiation of meaning and improve learning on practice in their communities as police of teachers education to improve pedagogical reasoning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo Analizar cómo la práctica compartida en comunidades de práctica docente de universidades públicas y privadas influye en la acción y razonamiento pedagógico de profesoras de enfermería a partir de los conceptos de comunidad, negociación de significado y aprendizaje de Wenger.  Métodos Estudio de caso realizado con dos profesoras de enfermería de universidades públicas y privadas en Brasil. La recolección de datos incluyó la triangulación de Fuentes, la cual se realizó de abril de 2014 a julio de 2015. Los datos se organziaron en el ATLAS.ti y se analizaron a partir del método de comparaciones constantes, generando tres metacategorías.  Resultados En ambos casos el proyecto pedagógico de curso es el repertorio compartido y base para la negociación de significado que ocurre en las fases de la acción y raciocinio pedagógico, pero la negociación es distinta entre comunidades y casos. El aprendizaje ocurre de forma solitaria o por influencia de por lo menos un miembro, no de forma institucional.  Conclusión  Las escuelas de enfermería pueden ofrecer más que el proyecto pedagógico del curso para la negociación de significado y fomentar el aprendizaje en la práctica en sus comunidades como política de formación docente para promover el razonamiento pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo Analisar como a prática compartilhada em comunidades de prática docente de universidades pública e privada influencia a ação e raciocínio pedagógico de professoras de enfermagem a partir dos conceitos de comunidade, negociação de significado e aprendizagem de Wenger.  Método Estudo de caso conduzido com duas professoras de enfermagem de universidades pública privada no Brasil. A coleta de dados incluiu a triangulação de fontes e foi conduzida de abril de 2014 a julho de 2015. Os dados foram organizados no ATLAS.ti e analisados através do método das comparações constantes, gerando três meta-categorias.  Resultados Em ambos os casos o projeto pedagógico de curso é o repertório compartilhado e base para a negociação de significado que ocorre nas fases da ação e raciocínio pedagógico, mas a negociação é distinta entre comunidades e casos. A aprendizagem ocorre de forma solitária ou por influência de pelo menos um membro, não de forma institucional.  Conclusão Escolas de enfermagem podem oferecer mais do que o projeto pedagógico de curso para a negociação de significado e fomentar aprendizagem na prática em suas comunidades como política de formação docente para promover raciocínio pedagógico.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[schools, nursing]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[faculty, nursing]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[facultades de enfermería]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[docentes de enfermería]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[escolas de enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[capacitação de professores]]></kwd>
<kwd lng="pt"><![CDATA[docentes de enfermagem.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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