Garcia Montes, Paula AndreaBarreto Garavito, Keila Margarita2022-08-312023-08-302022-08-312022-08-29https://repositorio.unicordoba.edu.co/handle/ucordoba/6478Discourse embodies significant tools that contribute to transform social practices, building critical interactions, and having voice in daily issues. Consequently, inadequate uses of discourse might lead to perpetuation of violence and end in ratifying negative issues such as violence, racism, bullying or segregation. In educational settings, teachers are not always aware of the potential impact of their discourse, adopting forms of communication that bring about negative effects such as marginalization or exclusion of students. Thus, we should know about the power of discourse in educational and social settings to positively build societies instead of using power to discriminate or perpetuate violence. This qualitative study is grounded on activity theory in order to inform about the effects of PDA in a formative intervention program to mobilize processes of inclusion for all in EFL classes. The research involved an English teacher from a public school in Monteria. Results from this study were divided into two main moments: initial results of the participant’s activity system and some changes in her activity system after the formative interventions with PDA. Initial findings showed some need concerning Maria’s initial discourse and contradictions in her activity system. It also showed how formative interventions helped Maria reconstruct some aspects of her discourse, particularly in the AT elements object, subject and mediating artifacts to build more inclusive interactions with the learners. Findings from the study suggest that formative interventions serve as community building strategies for teachers and researchers to collaboratively build on their teaching needs.Introduction 1Theoretical Framework 6Conceptual Framework 6Literature Review 19Methods 34Research Design 34Research Design 34Context and Participants 38Professional Development Program 39Data Collection 41Data Analysis 43Ethical Issues 45Research calendar 45Findings 46Teacher’s Initial Discourse 47Some reconstructions in teacher’s discourse 69Discussion 86Conclusions 93References 96Appendix 107application/pdfengCopyright Universidad de Córdoba, 2022Trabajo de grado - Maestríainfo:eu-repo/semantics/embargoedAccessEducación inclusivaDiscurso críticoAnálisis positivo del discursoIntervención formativaTeoría de la actividadInclusive educationCritical discoursePositive discourse analysisFormative interventionsActivity theory