With the purpose of proving that language uses at compulsory teacher training practices of different Brazilian Teacher Education Courses, like Geography and History, are relevant contexts to the scientific research in Applied Linguistics, we show a study about how pre-service teachers realize the alienation in school teacher's work involving the writing ability from their supervised training reports used as final assessment on the mentioned compulsory subjects of undergraduate teaching courses. The written reports are the data examined by the perspective of qualitative research as well as guided by the conception of indisciplinary Applied Linguistics that is characterized by the use of theoretical-methodological assumptions from different areas of knowledge depending on the produced object to be critically investigated. The result shows that the school teacher is not usually recognized as an autonomous professional. Otherwise, the teacher training practice subjects at undergraduate teaching courses must be seen as important contexts to destabilize the school teachers' work alienation still into their pre-service teacher training. The academic reflexive writing can be used as an important instrument to the teacher's empowerment.
work alienation; academic writing; teacher education
