Quando a referência é o touro: sintonia e conflito em contexto de formação de professores¹

Abstract

This paper aims at describing the way reference is produced and negotiated in a context where a group of theachrs from a public school is struggling to resist to the adviser's proposal of changing their teaching practice. The analysis is based upon the socio-cognitive hypothesis on language, and it involves the conception of speech production both as the way of defining the communicative frame and as the outgoing of the communicative frame it is embedded on.