ABSTRACT In this paper, I analyze interactions between teachers and teacher trainers during in service educational meetings at county schools in Belo Horizonte, Brazil, focusing on the issue of social inclusion. Based on the concept of "chronotope"(BAKHTIN, 1988) and on the historical perspective of Saviane (2002), my objective is to discuss how educational discourses are materialized in the language of teacher trainers and how the ideology of different times and places can be identified in their speech. The analysis reveals interwoven educational discourses and the connections between teachers' discourses, actions and attitudes towards Social Inclusion at School Project, Plural School, running since 1995.
Discourse analysis; teacher education; social inclusion at school
