Cultivating Vygotsky’s buds of development in the education of a Brazilian public school English teacher

Autores

DOI:

https://doi.org/10.5007/2175-8026.2026.e111951

Palavras-chave:

Vygotskian Sociocultural Theory, L2 Teacher Education, Responsive Mediation, Ideal Forms, Buds of Development

Resumo

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Biografia do Autor

Matheus A. Agnoletto, Universidade Federal de Mato Grosso do Sul

Matheus A. Agnoletto is an Assistant Professor at the Universidade Federal de Mato Grosso do Sul (UFMS). His work, predominantly grounded in Vygotskian Sociocultural Theory, focuses on tracing and fostering L2 teacher development. More recently, his research has explored the dialectical relationship between cognition and emotion in the development of teacher expertise.

Karen E. Johnson, Pennsylvania State University

Karen E. Johnson is Kirby Professor Emeritus of Applied Linguistics at the Pennsylvania State University. Her scholarship has been devoted to building theory and conducting research within and for the field of L2 Teacher Education. Grounded in Vygotskian Sociocultural Theory, her scholarship centers on understanding the learning of L2 teaching, the activity of L2 teaching, and the practices of L2 teacher education.

Referências

Agnoletto, M. (2024). The co-construction of the social situation of development and its impact on EFL teachers’ thinking and practical activity [Unpublished doctoral dissertation]. Universidade Federal de Santa Catarina.

Agnoletto, M., Dellagnelo, A. K., & Johnson, K. E. (2022). Perezhivanie in action: A novice teacher’s refraction of mediated dramatic events. Language and Sociocultural Theory, 8(2), 153–179. https://doi.org/10.1558/lst.18163

Brasil. Ministério da Educação. Base Nacional Comum Curricular (BNCC). Brasília, DF: MEC, 2018. Disponível em: http://basenacionalcomum.mec.gov.br/

Dellagnelo, A. K., Agnoletto, M. A., & Johnson, K. E. (2022). Reverberation as a window into internalisation: Mentor/mentee interactions around an EFL teacher’s manual. The European Journal of Applied Linguistics and TEFL, 11(1), 45-58.

Dellagnelo, A. K., & Silva, M. da. (2024). Paradigmas norteadores da formação docente. In M. da Silva, S. Greggio, & L. da Silva (Orgs.), Ensino de línguas adicionais na educação básica: Perspectivas teórico-práticas para a formação continuada de professores (pp. 16–147). IFSC.

Freire, P. Pedagogy of the Oppressed. New York: The Continuum International Publishing Group, 2005. 183 p.

Holzman, L. (2018). Zones of proximal development: Mundane and magical. In J. P.

Lantolf, M. E. Poehner, & M. Swain (Eds.), The Routledge handbook of sociocultural theory and second language development (pp. 42–55). Routledge.

Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge.

Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 teacher education: A sociocultural perspective on cultivating teachers’ professional development. Routledge.

Johnson, K. E., Golombek, P. R., & Rieker, J. (2025). Transformative L2 teacher education innovations: Insights from Vygotskian sociocultural theory. Routledge.

Johnson, K. E., Golombek, P. R., & Rieker, J. (2026). Language teacher educator expertise: A Vygotskian sociocultural frame for teacher educator development. Second Language Teacher Education. https://doi.org/10.3138/slte-2025-0014

Johnson, K. E., Verity, D. P., & Childs, S. S. (2023). Praxis-oriented pedagogy for novice L2 teachers: Developing teacher reasoning. Routledge.

Johnson, K. E., & Worden, D. (2014). Cognitive/emotional dissonance as growth points in learning to teach. Language and Sociocultural Theory, 1(2), 125–150. https://doi.org/10.1558/lst.v1i2.125

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.

Lortie, D. (1975). Schoolteacher: A sociological study. University of Chicago Press.

Newman, F., & Holzman, L. (1993). Lev Vygotsky: Revolutionary scientist. Routledge.

Veresov, N. (2017). The concept of perezhivanie in cultural-historical theory: Content and contexts. In M. Fleer, F. González Rey, & N. Veresov (Eds.), Perezhivanie, emotions and subjectivity: Advancing Vygotsky’s legacy (pp. 47–70). Springer. https://doi.org/10.1007/978-981-10-4534-9_3

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky (Vol. 1). Plenum Press.

Vygotsky, L. S. (1994). The problem of the environment. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–354). Blackwell.

Vygotsky, L. S. (1998). The collected works of L. S. Vygotsky (Vol. 5). Plenum Press.

Vygotsky, L. S. (2011). The dynamics of the schoolchild’s mental development in relation to teaching and learning. Journal of Cognitive Education & Psychology, 10, 198–211.

Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Harvard University Press.

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Publicado

2026-11-13

Edição

v. 79 (2026)

Seção

Estudos Linguísticos

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Copyright (c) 2026 Matheus A. Agnoletto, Karen E. Johnson

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Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.

A revista Ilha do Desterro publica artigos e resenhas inéditos, referentes as áreas de Inglês, Literaturas em Língua Inglesa e Estudos Culturais. Publica volumes mistos e/ou temáticos, com artigos e resenhas em inglês e português. 

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Creative Commons Licence
This work is licensed under a Creative Commons Attribution 4.0 International License.