Publisher： Common Ground Publishing
E-ISSN： 1447-9540|23|2|23-33
ISSN： 1447-9494
Source： The International Journal of Learning: Annual Review, Vol.23, Iss.2, 2016-01, pp. : 23-33
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
This paper discusses the production of meaning in teacher education for student-teachers in a public school in Sao Paulo, Brazil. The goal of the paper is to comprehend a possible syllabus integration in teacher education. The research, based on Vygotsky’s Cultural-Historical Activity Theory, includes language reflection from a dialogic perspective. The analysis is theoretically and methodologically grounded in Critical-Collaboration research, deriving from enunciative-discursive-linguistic approaches and from the theoretical framework presented in this paper. The discussion shows that teacher education may be considered suitable for syllabus desencapsulation.
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