Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-09T18:07:45Z No. of bitstreams: 2 Elisabete _Tessari2015.pdf: 3864461 bytes, checksum: 33925825489bacb462720a83cca8f80c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-09T18:07:45Z (GMT). No. of bitstreams: 2 Elisabete _Tessari2015.pdf: 3864461 bytes, checksum: 33925825489bacb462720a83cca8f80c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-08-28 / This dissertation is analyzed the Pedagogical Weeks of February as continued training modality offered in Paraná. The overall objective was to assess the continuing education of teachers offered at the Pedagogical Week format February Parana, during the governments Roberto Requião Mello e Silva (2007-2010) and Carlos Alberto Richa (2011-2013). Through the guiding documents of the Pedagogical Weeks we sought to understand the actions of these governments what they bring as education proposal, as is projected continuing education of teachers during the Pedagogical Weeks, the actions developed at school for this purpose, the construction of knowledge and design of education and society, since the ideological lines of these governments seemed to differ. To arrest the general objective of the research, we formulate specific objectives that have guided our research: to present the educational legislation concerning the continuing education of teachers; discuss the different denominations and concepts that continued training received in official documents and authors who discuss the subject; and present a analyze the guiding documents of the Pedagogical Weeks of February 2007-2013, taking as its starting point the categories Political and Educational Project, curriculum, pedagogical work of the Organization and School Management. The survey of theoretical nature, is based on bibliographical and documentary analysis. In this sense, we have established dialogue with authors who have been discussing the issue and have helped us to understand the idea of public policy for continuing education of teachers, they are organized using public resources, its technical and financial limits, its contradictions, its possible limits or contributions to improving the quality of public education in Paraná. The management of Roberto Requião presented overcoming announcement of neoliberal policies implemented by his predecessor Jaime Lerner, who remained the guiding documents of the Pedagogical weeks. We came to the realization that the advertised speech was riddled with contradictory character, though, concomitantly there was an effort by SEED in overcoming the neoliberal educational model, with a Pedagogical Week proposal more consistent when it comes to understanding the curriculum, PPP, School management and Pedagogical Work Organization. The management Beto Richa and her 'the way of governing', brought in referring the guiding documents of the Pedagogical weeks the resumption of neoliberal education policy principles and transfers for weeks Pedagogical formative space the proposed training with managerial, motivational molds, constant monitoring in an attempt to resume the pedagogy of projects, implementation of a formal instrument of systematic evaluation for all SAEP state, disregarding the federal instrument SAEB, a ranking proposition of the state's schools and merit-based process / Esta dissertação tem como objeto de análise as Semanas Pedagógicas de fevereiro como modalidade de formação continuada oferecida no Paraná. O objetivo geral foi analisar a formação continuada de professores oferecida no formato de Semana Pedagógica de fevereiro no Paraná, durante os governos Roberto Requião Mello e Silva (2007-2010) e Carlos Alberto Richa (2011-2013). Por meio dos documentos orientadores das Semanas Pedagógicas buscou-se compreender nas ações desses governos o que trazem enquanto proposta de educação, como se projeta a formação continuada de professores durante as Semanas Pedagógicas, as ações desenvolvidas na escola para essa finalidade, a construção do conhecimento e concepção de educação e sociedade, uma vez que, as linhas ideológicas destes governos pareciam divergir. Para apreensão do objetivo geral da pesquisa, formulamos objetivos específicos que orientaram nossa pesquisa: apresentar a legislação educacional referente à formação continuada de professores; discutir as diferentes denominações e conceitos que a formação continuada recebeu nos documentos oficiais e autores que discutem o tema; e apresentar e analisar os documentos orientadores das Semanas Pedagógicas de fevereiro 2007-2013, tendo como ponto de partida as categorias Projeto Político-Pedagógico, Currículo, Organização do Trabalho Pedagógico e Gestão Escolar. A pesquisa realizada de caráter teórico, se fundamenta na análise bibliográfica e documental. Nessa acepção, estabelecemos interlocução com autores que vêm discutindo a temática e que nos auxiliaram a compreender a ideia de política pública de formação continuada dos professores, sua forma de organização utilizando os recursos públicos, seus limites técnicos e financeiros, suas contradições, seus possíveis limites ou contribuições para a melhoria na qualidade da educação pública no Paraná. A gestão de Roberto Requião apresentou o anúncio de superação das políticas neoliberais implantadas por seu antecessor Jaime Lerner, que se manteve nos documentos orientadores das Semanas Pedagógicas. Chegamos à compreensão de que o discurso anunciado esteve permeado de caráter contraditório, ainda que, concomitantemente houvesse um esforço por parte da SEED em superar o modelo educacional neoliberal, com uma proposta de Semana Pedagógica mais consistente no que tange ao entendimento do Currículo, PPP, Gestão Escolar e Organização do Trabalho Pedagógico. A gestão de Beto Richa e seu ‘no jeito de governar’, trouxe nos encaminhamentos dos documentos orientadores das Semanas Pedagógicas a retomada dos princípios de políticas educacionais neoliberais e transfere para as Semanas Pedagógicas o espaço formativo a proposta de formação com moldes gerenciais, motivacionais, monitoramento constante na tentativa de retomada da pedagogia de projetos, implementação de um instrumento oficial de avaliação sistemática para todo o estado SAEP, desconsiderando o instrumento federal SAEB, numa proposição ranqueamento das escolas paranaenses e o processo meritocrático.

Esta pesquisa tem como principal objetivo conhecer os projetos de Estudo do Meio, significativos do ponto de vista do ensino e aprendizagem, desenvolvidos nas escolas públicas municipais de Ensino Fundamental (5ª a 8ª série) de Santana de Parnaíba. Analisamos, no contexto da realidade escolar pública, as possibilidades de práticas que tenham resultados positivos na formação dos educandos. Os principais documentos da pesquisa são os questionários e as entrevistas com professoras e supervisoras. Os questionários foram aplicados com os professores de todas as disciplinas e, a partir da análise, identificamos, entre outros projetos, trabalhos de Estudo do Meio realizados por duas professoras que foram escolhidos como estudo de caso. As entrevistas com essas professoras permitiram conhecer o desenvolvimento dos projetos, as condições que favoreceram as realizações e os resultados obtidos. Discutimos como o modelo cartesiano de conhecimento influenciou ideologicamente a sociedade industrial, inclusive no que se refere à instituição escolar e, ainda, a importância do pensamento dialético nas práticas educativas. Abordamos também questões relacionadas às práticas de ensino vinculadas aos aspectos da estrutura escolar e da formação contínua dos educadores. Discutimos a importância do Projeto Político Pedagógico e do currículo em construção vivenciado no cotidiano escolar. Com base na análise das informações dos dois projetos de Estudo do Meio, buscamos conhecer ações pedagógicas voltadas para uma aprendizagem significativa em escolas públicas. Analisamos o Estudo do Meio como uma alternativa de método, que leva em conta as subjetividades dos educandos, que tem como princípio o trabalho coletivo, a integração das disciplinas e uma aprendizagem crítica. Por fim, concluímos que determinadas práticas pedagógicas podem revigorar o cotidiano do espaço escolar, no caminho da compreensão da realidade em sua complexidade, na formação da cidadania e na função social da escola. / This survey targets at getting to know the projects Environment Study, meaningful from the teaching and learning points of view, as deployed in Santana de Parnaiba public schools of Fundamental Education (5th to 8th degree). We analyzed the practical possibilities within public education\'s contextual reality giving a positive return to students\' formation. Quizzes and interviews with teachers and supervisors form the survey\'s main documents. The quizzes were presented to teachers of all branches of knowledge and after the analysis we identified and choose as study cases\' from among other projects\' two Environment Studies done by two lady teachers. The interviews with the two teachers gave us the opportunity to know about the project development, conditions favoring realizations and the results thus attained. We discussed how the Cartesian model of knowledge had influence over the industrial society, including what relates to the school institution and also the importance of dialectic thinking on educational practices. We also approached issues relating to teaching practices and linked to aspects of the schooling structure and continuous training of educators. We discussed about the importance of a Pedagogic Political Project and the curriculum vitae daily developed in schools. After the analysis of all information collected from the Environment Studies of both projects, we tried to know the types of pedagogic actions that might be focused on a meaningful learning at public schools. We analyzed the Environment Study as an alternative approach method, taking into consideration that as a principle all of the students\' subjectivities carry a collective work, an integration of disciplines and a critical learning. Finally, we came to the conclusion that certain pedagogical practices may daily strengthen the school space towards an understanding of reality in all its complexity and may also strengthen the formation of citizenship and the school\'s social function.

M.Ed. (Educational Psychology) / The purposes of this study were to determine the sense of obligation of a group of Northern Sotho speaking student teachers, their lecturers and some parents of the area, which factors affect their sense of obligation positively or negatively, and how pupils and students can be educated towards a mature sense of obligation. An empirical study was conducted and 1500 questionnaires were distributed among students and lecturers at Mamokgalake Chuene College of Education and also among parents in the vicinity. Only 450 questionnaires were returned. Factors such as culture, maturity, time perspective and the influence of parents and educators, which are related to a sense of obligation, were discussed.

This research is part of the line Education and Arts (LP4) Program Graduate Education / UFSM and integrates the research group FAPEM: training, action and research in music education (CNPq). The musical training of teachers in early childhood education has been the focus of research, due to the possibility that significant work to develop a professional music with children. Since the approval and enforcement of Law No. 11.769/08, there was an increase in supply and demand for continuing education courses in music, in order to expand and qualify the practice in the school and to enforce that law. Whereas continuing education can be a special area of research on the learning of teaching, this study aimed to investigate how to represent and reconstruct the knowledge of music and educational music-teacher teachers in early childhood education from an area of continuing education organized in school. The weekly educational meetings were used for the development of continuing education activities that sought to know which knowledge of music and music-teaching can be mobilized in a formative space like this, and understand the group's role in each teacher's professional development. Eight meetings were held with the group of teachers EMEI Borges, which addressed specific issues of teaching music in kindergarten. Qualitative, this research used as methodological resources focus group discussions, story-interview and impressions of the researcher on the development of continuing education and teachers. Based on studies of Ferry (2004), Josso (2010), Mizukami (2008), Mizukami et al (2002), Pivetta and Isaia (2009) and Bolzan (2009), we felt an awareness of teachers about each function that develops in the learning process of teaching. From this moment, the group constitutes a space of exchange and shared learning. In addition, the teachers have advanced the understanding of music as a specific area of knowledge and began to develop more practical musical intentionality and safety with children. / A presente pesquisa faz parte da linha Educação e Artes (LP4), do Programa de Pós-Graduação em Educação/UFSM, e integra o grupo de pesquisa FAPEM: formação, ação e pesquisa em educação musical (CNPq). A formação musical de professores unidocentes tem sido foco de pesquisas, em função da possibilidade desse profissional desenvolver um trabalho significativo de música com as crianças. A partir da aprovação e efetivação da lei n° 11.769/08, houve um aumento na oferta e na procura por cursos de formação continuada em música, no intuito de ampliar e qualificar as práticas presentes na escola e de se fazer cumprir a referida lei. Considerando que a formação continuada pode ser um espaço privilegiado de investigação sobre a aprendizagem da docência, este trabalho teve como objetivo investigar como se constituem e se reconstroem os conhecimentos musicais e pedagógico-musicais de professores unidocentes, a partir de um espaço de formação continuada organizado na escola. As reuniões pedagógicas semanais foram utilizadas para o desenvolvimento das atividades de formação continuada que buscaram conhecer quais conhecimentos musicais e pedagógico-musicais podem ser mobilizados em um espaço como este, além de compreender a função do grupo no desenvolvimento profissional de cada professor. Foram realizados oito encontros com o grupo de professoras da EMEI Borges de Medeiros, nos quais foram tratados temas específicos do ensino de música na Educação Infantil. De caráter qualitativo, esta investigação utilizou, como recursos metodológicos, discussões de grupo focal, entrevistas narrativas e as impressões da pesquisadora sobre o desenvolvimento da formação continuada e das professoras. Com base nos estudos de Ferry (2004), Josso (2010), Mizukami (2008), Mizukami et al (2002), Pivetta e Isaia (2009) e Bolzan (2009), percebeu-se uma tomada de consciência das professoras sobre a função que cada uma desenvolve em seu processo de aprendizagem da docência. A partir deste momento, o grupo se constituiu em um espaço de trocas e aprendizagens compartilhadas. Além disso, as professoras avançaram na compreensão da música como área específica do conhecimento e passaram a desenvolver práticas musicais com maior intencionalidade e segurança com as crianças.

This thesis is focused on the form of theoretical and practical preparation of teachers of primary and secondary schools in Bohemia in the second half of the "long" 19th century. Acquainted with contemporary legislation, curriculum of teacher-training institutes, primary and secondary schools and addresses the contemporary teaching methodologies whose knowledge was requirement for completing teacher-training institutes and teachers qualification exams. These sources are also linked with the written legacy and memories of five contemporary teachers. Keywords teachers, teacher-training institutes, teachers qualification exams, primary school, secondary school, methodical manuals

M.Ed. (Education Management) / The White paper 6 advocates the introduction of inclusive education in all public schools in South Africa, where all learners irrespective of their abilities, would have to be taught together.That leaves educators with the biggest challenges. Among others, the educators must change their method of teaching in order to be able to deal with multi-lingual and multi-cultural classrooms. Moreover, educators are expected to change their attitudes and perception on learners with special educational needs. In addition, they should be reskilled to serve as managers, counsellors and consultants. However, in South Africa there is no single model that could be used to address all the challenges left by the legacy of apartheid in public primary schools. The purpose of this study is to contribute and add to the existing body of knowledge on the challenges facing educators in implementing inclusive education. In order to accomplish this aim, the main endeavour is to reveal the biggest challenges facing educators in implementing inclusive education in public primary schools and to highlight the implications of inclusive education in schools. The researcher used the critical qualitative action research approach to probe eight educators and school principals regarding their training, whether they have the necessary skills to deal with the implementation of inclusive education in their mainstream schools and probing them about effective models of inclusion that are applicable to their schools. The research sample was randomly selected from two public primary schools in Gauteng Province in District 011. Interviews, classroom observation and closed questionnaires were used as instruments of obtaining relevant data. In this study, interaction schedules, coupled with other data processes such as inductive analysis and verifications were used to analyze data. Data collected was catergorise into themes and comparisons were made on patterns that appeared and reappeared during this study. The research study revealed that, there is a need for a change or shift from traditional practice to new paradigms where teachers as reflective practitioners, are expected to take a closure, critical look at their way of teaching, as dictated by the new curriculum. Furthermore, the study revealed that there is a need for a shift from a medical model to a understanding system located within an understanding of barriers to learning. Secondly, perceptions of educators on learners with barriers should change. Furthermore, there is a need of giving learners extra support so that they can fit or be integrated into the mainstream classrooms. Moreover, assessment should cater for diverse needs of all learners and very crucial, there should be a shift from pedagogy of exclusion to a pedagogy of possibilities that takes into consideration barriers to learning, different intelligences and learning styles. In order for the implementation of inclusive education to take place smoothly in public primary schools, the researcher recommended that: schools should develop effective partnership with parents, organizations and other community stakeholders. The Department of education in conjunction with schools should embark on an advocacy campaign. Furthermore, the Department of education should strengthen the site-based support teams (SBST) and ensure that educators receive quality training in inclusive education for human resource development and lastly, the Department should ensure that special schools are strengthened as resource centres.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research analyzes the social representations of prisoners (as), coordinators and teachers about the programs of rehabilitation by means of educational and larbotheraphy activities, developed in prisons Cadeião intended for persons male and Female Prison in the city of Our lady of Perpetual Help., in view of the expansion of rights and citizenship in this segment. The historical perspective based on dialectics guided the understanding of dynamics inherent contradictions in social relations within the prison system inserted into the logic of the neoliberal state whose priority is the market relations and not human relations. As a theoretical north there are the categories: work, education, gender, prison system and training of teachers, considered relevant to subsidize the production of knowledge about the object. The subjects were approached via semi-structured interviews allow for the issuance of opinions on facts, feelings, action plans and conduct, and analysis of aspects of subjectivity, as it deals with attitudes and values towards the facts. Based on the data obtained we can say that it has similar characteristics to the Brazilian population, it consists mostly of poor with low education. Notwithstanding the day to day in the prison system, although heterogeneous, somehow have common aspects with regard to all forms of control and restraint of prisoners, in the discipline and physical structure. Although the policies are created and implemented under the aegis of recovery and rehabilitation as well as subliminally bring an ideological discourse that sustains the tripod professional work / education / assistance, certainly there are few obstacles that are faced with the implementation of criminal policy, with minimal success, given the political and societal interest in recovering. / Esta pesquisa analisa as representações sociais de presos (as), coordenadores e professores, sobre os programas de ressocialização, por meio das atividades de educacionais e de laborterapia, desenvolvidos nas unidades prisionais Cadeião destina a pessoas do sexo masculino e Presídio Feminino no município de Nossa Senhora do Socorro, tendo em vista da ampliação dos direitos e da cidadania deste segmento. A perspectiva histórica com base na dialética orientou o entendimento da dinâmica das contradições intrínsecas nas relações sociais no âmbito sistema penitenciário inserido na lógica do Estado neoliberal cuja prioridade são as relações de mercado e não as relações humanas. Como norte teórico destacam se as categorias: trabalho, educação, gênero, sistema prisional e formação de professores, consideradas relevantes para subsidiar a produção do conhecimento sobre o objeto. Os sujeitos foram abordados via entrevistas semiestruturadas por possibilitar a emissão de opiniões sobre fatos, sentimentos, planos de ação e condutas, e a análise de aspectos da subjetividade, visto que lida com atitudes e valores perante os fatos. Com base nos dados obtidos podemos dizer que a mesma apresenta características semelhantes a da população brasileira, pois é constituída em sua maior parte de pobre com baixa escolarização. Não obstante o dia a dia no sistema prisional, embora sejam eterogêneos, de certa forma apresentam aspectos comuns a todas as no tocante as formas de controle e contenção dos presos, na disciplina e na estrutura física. Embora as políticas sejam criadas e implantadas sob a égide da recuperação e da ressocialização além de trazerem de forma subliminar um discurso ideológico que sustenta no tripé trabalho profissionalização/educação/assistência, certamente não são poucos os obstáculos que se antepõem à implementação das políticas penais, com um mínimo de êxito, haja vista o interesse político e da sociedade em recuperar.

Made available in DSpace on 2016-07-18T17:54:23Z (GMT). No. of bitstreams: 1 DISSERTACAO_CLEBER_EDBIBLIOTECA.pdf: 439601 bytes, checksum: 2cec84ae5bb849a177bf3e3f7baadd4c (MD5) Previous issue date: 2014-04-02 / Research developed in the Master s Degree in Education at UNOESTE, in the Line of Research Training and Pedagogical Practice of Teacher Professional, with the objective of analyzing how is laid down and as if the teaching of Real numbers in the training of Mathematics professor of basic school. For its development, qualitative approach was adopted, characterized as a case study. The data collection occurred in the Course of Mathematics from the region of Presidente Prudente - SP, counting documentary analysis and, also, semi-structured interviews applied to four teachers of the course. The documentary study focused on the pedagogical project of the course and the plans for the teaching of disciplines. To analyze both the documents regarding the interviews content analysis was used. In the construction of its theoretical foundation, Gaston Bachelard was the author who has brought more prominent contribution. The results indicated the need to reassess the planning of actions regarding the teaching of actual numbers, aiming at the vocational training of a teacher who will act in basic school. / Trata-se de pesquisa desenvolvida no Mestrado em Educação da Unoeste, na Linha de Pesquisa Formação e Prática Pedagógica do Profissional Docente, que objetivou analisar como é previsto e como se dá o ensino dos números Reais num curso de formação de professor de Matemática da escola básica. Para seu desenvolvimento, adotou-se abordagem qualitativa, caracterizada como um estudo de caso. A recolha de dados ocorreu num Curso de Licenciatura em Matemática da região de Presidente Prudente - SP, contando análise documental e, também, entrevistas semiestruturadas aplicadas a quatro docentes do curso. O estudo documental focalizou o projeto pedagógico do curso e os planos de ensino das disciplinas. Para analisar tanto os documentos quanto as entrevistas foi utilizada a análise de conteúdo. Na construção de sua fundamentação teórica, Gaston Bachelard foi o autor que trouxe contribuição mais destacada. Os resultados indicaram a necessidade de reavaliar o planejamento das ações quanto ao ensino dos números reais, visando à formação profissional de um professor que irá atuar na escola básica.

The aim of this work is to answer the following question: ‚Is it possible to compare qualification training and forms of further training of headmasters in different countries?' The author of this thesis deals with headmaster training in the Czech Republic and the Federal Republic of Germany (Bavaria and North Rhine-Westphalia). He obtained information about education systems and education opportunities in these countries through selected research methods which were a questionnaire and interviews with school headmasters. The need for proper managerial qualification of headmasters necessary for them to meet requirements for discharge of the function is proved by the fact that today headmasters have to cope with demands made on their competency readiness which they can receive through good specialized training. The information obtained can be used as a pattern or methodical recommendations because in every country the managerial education follows different qualifying models. KEYWORDS: lifelong training, further training of teachers, professional career, further training of headmasters, headmaster competence, competence profile, qualifying model

Made available in DSpace on 2016-04-28T18:23:06Z (GMT). No. of bitstreams: 1 Lucilene Santos Silva Fonseca.pdf: 22240332 bytes, checksum: 6b30013c834bbeef9ca840e368c140c9 (MD5) Previous issue date: 2015-07-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The overall objective of this research is to investigate the agency of an undergraduate student of the Faculty of Language and Arts in Spanish language, along her work in the discipline Practice of Foreign Language Teaching (FL), permeated by the actions of the teacherresearcher in a university located in a city of the metropolitan area of São Paulo. We have perceived that many of these students, after completing graduation, start teaching classes in elementary and high schools without the practical experience of teaching a foreign language (LE). This problem motivated the following specific objectives with this focus: (1) identify language features that enable us to understand the agency of the participant; (2) identify how the proposals of the discipline enable the development of the agency of the participant; (3) analyze the type of agency revealed in the development of the participant. The theoretical and methodological choice in constructing contexts of comprehension, reflection and transformation, with respect to the teaching and learning of languages and the role of language in these contexts is endorsed by the Critical Collaboration Research (MAGALHÃES, 2010). This theoretical framework is based on the Theory of Socio- Historical-Cultural Activity (VYGOTSKI, 1934/1998, 1930/1999; LEONTIEV, 1978; ENGESTRÖM, 2001), focusing on the concepts of teaching and learning and development, mediation and Zone of Proximal Development (ZPD) as a socio-cultural-historical space of coming to be, in which language organizes a collaborative-critical relationship between the participants. Data has been collected aiming to recover and understand the agency of the work done by the undergraduate student during the discipline Foreign Language Teaching Practice. First we selected thrirteen (13) texts done by the undergraduate student through her activities as a teacher in pre-service. This work is justified for collaborating with discussions about Faculty undergraduate courses with degree in Foreign Languages (FL) and the agency's role in the development of the discipline Teaching Practice of FL. This work integrates CNPq, Contradiction and Collaboration Research, led by PHD. Professor Maria Cecilia Magalhães Camargo of the da PUC-SP University which aims to investigate ways of questioning, presenting, countering arguments that constitute activities of school context, with emphasis on teacher training, such as reproductive and/or creative productions of meaning for proposing a research framework and organization of these activities in more creative perspectives. Therefore, this research can contribute to benefit educational entities that seek to improve the pre-service teacher training and students of Language and Arts and Literature / O objetivo geral desta pesquisa é investigar a agência de uma graduanda de Letras, Licenciatura em Língua Estrangeira Espanhola (LEE), ao longo do trabalho realizado na disciplina Prática de Ensino de Língua Estrangeira (LE), permeada pelas ações da professorapesquisadora, em uma faculdade localizada em uma cidade da Grande São Paulo. Observamos que muitos alunos de contextos como esse, após a conclusão da graduação, passam a ministrar aulas em escolas de Ensino Fundamental e Médio sem a experiência prática do ensino da Língua Estrangeira (LE). Essa problemática motivou o foco para os objetivos específicos desta pesquisa: (1) verificar os tipos de agência que emergem dos dados; (2) verificar se e como as propostas trabalhadas na disciplina possibilitam a agência da participante. A escolha teórico-metodológica na construção de contextos de compreensão, de reflexão e de transformação, no que diz respeito ao ensino-aprendizagem de línguas e ao papel da linguagem nesses contextos está apoiada na Pesquisa Crítica de Colaboração (MAGALHÃES, 2010). Esse recorte teórico baseia-se na Teoria da Atividade Sócio- Histórico-Cultural (VYGOTSKI, 1934/1998, 1930/1999; LEONTIEV, 1978; ENGESTRÖM, 2001), com foco nos conceitos de ensino-aprendizagem e desenvolvimento, mediação e Zona de Desenvolvimento Proximal (ZPD) como espaço sócio-histórico-cultural de vir-a-ser, em que a linguagem organiza a relação colaborativo-crítica entre os participantes, a agência e a formação de professores. Os dados, coletados visam recuperar e compreender a agência da graduanda no trabalho desenvolvido na disciplina Prática de Ensino de Língua Estrangeira. Foram selecionados treze (13) textos gerados por meio das atividades de formação de uma professora em pré-serviço, realizadas na faculdade. Este trabalho justifica-se por colaborar com as discussões sobre o curso de graduação, licenciatura em línguas estrangeiras, o papel da agência no desenvolvimento da Prática de Ensino de LE. Este trabalho integra a pesquisa CNPq Colaboração e Contradição, coordenada pela professora Dra Maria Cecília Camargo Magalhães, da PUC-SP, que objetiva investigar as formas de questionar, apresentar, contrapor argumentos que constituem as atividades do contexto escolar, com ênfase, na formação de educadores, como produções reprodutivas e/ou criativas de significado para propor um quadro de investigação e de organização dessas atividades em perspectivas mais criativas. Dessa forma, a pesquisa pode contribuir para beneficiar entidades educacionais que buscam aprimorar a formação pré-serviço de professores de LE