Abstract:

This article aims at presenting and discussing the work with monistorship as a tool to continuing teacher’s formation. As foundation to the discussions, this study is based on the works developed by Vygotsky (1934/1998) and Leont’ev (1959), and on works developed by Brookfield (1987) to understand the critical reflective principles and the language role mediating the social inter-relations. The results shows that the work developed through the monistorship propitiated the teacher reflects to: 1) on the theory learnt, and 2) how the teaching-learning process is related to the students’ needs and the practice developed in the classroom. The results also shows that the work developed through the monistorship allowed a more active and responsible attitude from the students in the teaching-learning process, constructing their knowledge and transforming their senses through the meaning shared socially

Keywords:

Monitorship, Collaboration, Development, Teaching-Learning.