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.