The language of critical colaboration in agency’s development of the high school teachers in service

Abstract

This article discusses the language of critical collaboration in high school teachers’ agency development (EDWARDS, 2005, 2007; YAMAZUMI, 2007; ENGESTRÖM, 2007, 2008, 2009, 2011; ENGESTRÖM AND SANNINO, 2011; VIRKKUNEN, 2006a, 2006b) during the teacher education project LEDA - Reading and Writing in Different Areas, held in a São Paulo State public school. Methodologically, the project is anchored in the Critical Collaboration Research (PCCol) (MAGALHÃES, 2009; 2011; 2012), characterized as an intervention research focusing on desencapsulation and transformation of school learning. It is organized in fortnightly meetings with the participation of six teachers from different knowledge areas, 1 pedagogical coordinator of Language Area, and 4 Applied Linguistics researchers. The training meetings focus on the relationship between the participants from the discussion of didactic and pedagogical practices. Based on the analysis of data collected through video recording, preliminary results highlight changes in the senses and meanings attributed by the school participants about the pedagogical teaching practices at the classroom, which seems to indicate consciously and theoretically grounded positions taken by the participating teachers, revealing the development of relational and transformative agency and the emergence of a responsive professional practice.