In this paper, we trace some considerations about the relationships between theory and practice in the educational field in Brazil, with respect to research production that has been taking teacher education as an object of study. Next, we assume one of the two available key language concepts for disciplinary studies about language, which are source of influence to innovations to be adopted by teachers and, thus, about teaching practices. In tune with such a concept of language as discourse, which considers different social languages as social practices that are produced in discourse, we draw the contours of a discursive concept of teacher education. Finally, we examine a teacher education situation, still under way, in order to illustrate the principles we have presented. Within such a situation, our focus is the writing of student-teachers, within the processes of feedback of the meanings constructed, so as to give consistency to authorial productions.
Theory and practice; Language; Discourse; Teacher education; Teachers' writings