Planning activities:
environment of personal development
and critical action

Abstract

This study aims at investigating how the language used in the planning of the annual English language syllabus of a school in the city of São Paulo was conveyed by the language used in the planning of English teaching material. The latter planning took place during the last semester of a course which aims at developing critical reflective English teachers.

The theoretical framework is based on Activity Theory (Vygotsky, 1981, 1978, 1934, 1989, 1930, 1994; Leont’ev, 1978, 1981; Engeström 1987, 1999) and on the principles of critical reflection (Freire, 1970; Smyth, 1992; Zeichner & Liston, 1987; Kemmis, 1987; Liberali, 2004, 2003, 2000, 1999; Magalhães, 2002, amongst others) as a tool of developing critical reflective teachers. As well as that, it is also based on the annual syllabus school planning which has the perspective of developing critical citizens (Padilha, 2002, Vasconcellos, 2002 Gandin & Gandin, 2002 Gandin & Geremasca, 2002, amongst others).

The data analysis and intepretation suggest that either the planning of English teaching materials or annual English syllabus can be contexts which may foster critical developing and acting.

For more details please contact:
Francisco Estefogo franestefogo@uol.com.br
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