|Published online: May 18, 2016||$US5.00|
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.
|Keywords:||Syllabus Desencapsulation, Teacher Education, Argumentation|
The International Journal of Learning in Higher Education, Volume 23, Issue 2, June 2016, pp.23-33. Article: Print (Spiral Bound). Published online: May 18, 2016 (Article: Electronic (PDF File; 814.176KB)).
Professor, Fatec MC, Mogi das Cruzes, São Paulo, Brazil
Professor, University of Sorocaba, Sorocaba, São Paulo, Brazil