International Journal of Language & Linguistics

Argumentative Orientation and Commitment: A Way to the Syllabus Integration in Teacher Education
Daniela Vendramini Zanella, Valdite Pereira Fuga

Abstract
This paper aims at discussing the possibility of syllabus integration in the context of teaching education by analyzing two excerpts produced in a meeting of “Time to Learn” project which participants were discussing teaching-learning topics. The research, based on Vygotsky’s Cultural-Historical Activity Theory, includes language reflection. The analysis is theoretically and methodologically grounded on Critical-Collaboration Research, deriving from enunciative-discursive-linguistic approaches and from the theoretical framework presented in this paper. The discussion shows the importance of the language conduction in an argumentative perspective and the commitment of each one for the activity organization which seeks the syllabus integration.

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