Vol. 72 | No. 7 | Jul 2016 International Scientific Researches Journal 170 STUDENT TRAINING FOR PROMOTING COLLABORATIVE AGENCY: THE MONITORING ACTIVITIES Fernando Rezende da Cunha Júnior (Vrije Universiteit Amsterdam, Faculty of Behavioral and Movement sciences, Department of Research and Theory in Education. Amsterdam, the Netherlands. Email: f.rezendedacunhajunior@vu.nl) ABSTRACT This study aims at understanding how student training contributes to the success and sustainability of a school intervention project and how collaborative agency emerges from that process among students and teachers. All activities developed in the intervention were based on Cultural Historical Activity Theory and on the Critical-Collaborative Research. The data from meetings, classes and questionnaires with the students were analyzed considering discursive aspects of the turns in order to understand how the students collaborate for the research design and to the sustainability of the intervention. Our results suggest that by participating in all phases of the intervention (designing, implementing and evaluating), the students tend to collaborate more with each other and with the teachers, and also have the possibility to go beyond what was established by the initial intervention objectives. Keywords: collaborative agency, secondary education, critical-collaboration, monitoring activities INTRODUCTION In the last decades, much work has been dedicated to continuous teacher training, and also on how to implement intervention projects on the different levels of basic education in Brazil (Liberali, 2009; Magalhães, 2011; Ninin, 2013). Regarding the continuous teacher training, there is a growing demand for post-graduation courses, and also training for the teachers inside the schools. The training can be as master classes, workshops, and also training for implementing intervention projects to be used with the students. Besides the contextual needs, that is, specific