Situated learning, participation and legitimacy in the work practices

Abstract

This study aims to identify and analyze the process of situated learning considering the participation and legitimacy in the practice of working groups of the Dublin Irish Pub. The theoretical framework involves the situated learning, together with the study of the legitimate peripheral participation and different levels of participation in the work practices of the working groups. We adopted the basic qualitative method, which aims to understand the meanings constructed by people. The data was collected using direct observation, field diary, interviews. The observation period of six months included thirty-two field trips and eight interviews. Thus, through interpretive analysis, the information elucidated how the legitimacy and participation in work practices can assist in learning. Among the findings in the study, we explain forms of collective learning that have emerged and established differences in the learning process situated in three working groups: waiters; bartenders, kitchen. Describing analytically the engagement and participation of learners in work practices and communities of practice, it is argued from this work that this process of acting on communities of practice involves the initial phase of legitimate peripheral participation, engagement and performance with the most experienced develops learning. Thus, legitimacy and belonging are important elements in the learning process. The process of situated learning occurs not only in communities of practice. It is relevant to observe that the membership as well as legitimate peripheral participation are features to be highlighted in organizations. With the negotiation and renegotiation of meanings, establishment of social relationships and communities of practice, it is developed a system which the ways of seeing, interpreting, understanding, practicing, are constituted and shared.