Emoções e sentimentos em sala de aula de língua inglesa: um estudo de caso com aprendizes de 9°ano e uma professora de escola pública de Goiânia
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2022-03-04
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Universidade Federal de Goiás
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This research seeks to contribute to studies in the area of Basic Education, as it was developed during the Mestrado Profissional em Ensino na Educação Básica do Programa de Pós-Graduação Stricto Sensu do CEPAE/UFG, from 2019 to 2022. One of the proposals of the program is to develop an Educational Product, in this case, a short-term extension course, the result of themes investigated in this dissertation.The specific objective was to understand how affective aspects influence, in a distinct context, the teacher's practice and student’s learning process. Therefore, I used many contributions from authors such as Anjos (2019), Aragão (2005),
Barcelos (2006), Canan and Paiva (2016), Figueiredo (2015), Geraldi (1996, 2015), Lago (2007, 2011), Leite (2012, 2018), Rajagopalan (2003, 2004), Vigotsky (2009), Wallon (1979, 1995) and several others. Since this research takes into account the human and social phenomena and has an interpretive approach, it´s considered a qualitative research approach was chosen for this case study. Data collection was carried out with an English teacher and a group of English learners from 9th grade, in a public school in the city of Goiânia, Goiás. The instruments used for data collection were a questionnaire to survey the profile of the participants and an interview with open questions that were asked to the teacher and the learners. A short-term extension course open to the public and entitled Affectivity and mediation in the teaching-learning process: discussions, reflections and practical activities was created as an educational product. This research concluded that the affective aspects influence every area of our lives, including the educational environment as a whole.
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Carvalho, E. G. O. Emoções e sentimentos em sala de aula de língua inglesa: um estudo de caso com aprendizes de 9°ano e uma professora de escola pública de Goiânia. 2022. 166 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2022.