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ABS143 - Language of critical collaboration in high school teachers' agency development

3.4 Transformative agency
11:00 AM, Thursday 31 Aug 2017 (1 hour)
Midday Meal   12:00 PM to 01:30 PM (1 hour 30 minutes)
Based on socio-historical discussions (Vygotsky and followers), this paper aims at discussing critical collaborative language organization through which participants can overcome and transcend limitations, while acting to intentionally transform their actions and the world around them (John-Steiner, Stetsenko, Holzmann). Critical Collaboration (Magalhães, 2001, 2010, 2014, Magalhães e Fidalgo, 2007) is understood as ways to organize language in which participants act to build knowledge in concrete terms. It fosters involvement practical-theoretical negotiations that may promote understanding as well as challenge both the meanings that these actions convey and the interests that underlie them. Specifically it discusses High school teachers´ agency development (EDWARDS, 2005, 2007; Yamazumi, 2007; Engeström, 2007, 2008, 2009, 2011; Engeström and SANNINO, 2011; Virkkunen, 2006a, 2006b) in the project “Reading and Writing in Different Areas”, in the context of Teacher Education, held in a public school located in a city nearby São Paulo, Brazil. Methodologically, it is anchored in the Collaborative Critical Research (PCCol) (Magalhães, 2009; 2011; 2012), characterized as an intervention research which focuses on the desencapsulation/ transcendence and transformation of school learning. The project was carried with six teachers from different knowledge areas, one pedagogical coordinator of the language area and four researchers at fortnightly meetings. Preliminary results highlight changes in the meanings attributed by the participants to pedagogical teaching practices and indicate conscious theoretically grounded positions revealing relational and transformative agency and the emergence of a responsive professional practice.
UNIP - Universidade Paulista
Pontifícia Universidade Católica de São Paulo
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