The present paper aims at discussing how innovation is produced by teachers that are trying to transform their practice in grammar classes that take place at the Ensino Fundamental II (5th to 8th grade) of state public schools in São Paulo. We mobilized theoretical basis from different disciplines, in order not to reduce and not to fragment our object of investigation; we also made use of the qualitative-interpretive methodology of ethnographic nature for the data generation and analysis. We found out that the different ways of innovating produced in the classes analyzed are constituted by the interrelation of multiple activities and practices; on the other hand, we found out that the teachers that are trying to innovate their practice produce some shared answers to the demand of innovation.
innovation in the classroom; grammar teaching; teacher training
