This research aimed to investigate the effects of using collaborative activities in English classes with 14 students with basic proficiency level of the 9 th grade of a Brazilian public school in Balsas (MA). Working with collaborative activities allows us to debunk the belief that English teaching in the Brazilian public schools does not work. Based on the sociocultural perspective, this research highlights the relevance of learning through interactions which learners use to build knowledge and argue about the language they are learning. The data analysis revealed that the collaborative tasks were fruitful to English teaching and learning as they promote socialization environments and develop self-esteem as well as the language proficiency.

Resumo: Na aprendizagem de uma língua estrangeira, muitas vezes, o aprendiz busca entender um texto traduzindo e interpretando palavra por palavra. Este posicionamento dificulta o desenvolvimento da aprendizagem, pois, em relação a língua inglesa há os denominados falsos cognatos que confundem o aprendiz quanto a clareza do texto estudado. Partindo desses pressupostos, a pesquisa surgiu a partir de estudos e discussões sobre o léxico na disciplina Lexicografia ofertada pelo programa de Pós-Graduação em Ensino de Língua e Literatura-UFT. Pretendemos, a partir desse contexto, analisar e comparar o registro dos falsos cognatos nos dicionários Oxford (2009) e Longman (2008). Como referencial teórico utilizamos o percurso histórico sobre Lexicologia e Lexicografia, Lexicografia da Língua Inglesa, considerações sobre os dicionários bilíngues e uma breve abordagem sobre os falsos cognatos. Baseado em autores:

This article aims to analyze the perception of graduates of the course of Letters of the State University of Maranhão, Campus Balsas, about the curricular component "Philosophy of Education" in teacher education. The conception of the relations between the thinking and the pedagogical doing in the Philosophy of Education classes can be a differential in the teacher formation. Methodologically, analytical and explanatory research was used with the aid of questionnaires. The public was selected by the random sample, especially those who worked in basic education. The analysis of quantitative and qualitative content summarized the main categories revealed in the research, namely: 1. Philosophy of Education: problematization and reflection on educational issues; 2. Critical-reflective educational thinking in the philosophical aspect; 3. The constitution of human values in the formation of the citizen. In view of this, it was found that the discipline provided the graduates with subsidies for problematizing, reflexive and critical actions on pedagogical issues in a radical, rigorous and joint manner, according to the precepts proposed by Saviani.