Professor também tem sentimentos:a afetividade de uma professora de inglês como língua estrangeira
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2016-03-04
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Universidade Federal de Goiás
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This dissertation discusses affective elements of an EFL teacher from Goiania’s municipal
education system, specifically the cycle II of a school in the northwestern part of the city. In
addition, this study also investigates how this teacher perceives her own affectivity and its
influence on her pedagogical practice. The paper also presents my perception as a researcher
and as a teacher who works in the same school system, same cycle and same region as the
participating teacher. In order to complete all the phases of this research, criteria from
qualitative research were used. Thus, the guiding assumptions of the present study are
grounded in the case study and some aspects of interpretative research. The data analysis is
based on theoretical principles arising from Vygotsky’s (2004, 2007, 2008), Bakhtin’s (1993,
1997, 2006), Voli’s (2002) and Arnold and Brown’s (2005) thoughts. The authors address the
construction of the subject, considering above all the role of language, the participation of the
Other, of the social aspects and of each individual’s uniqueness, as well as the importance of
considering affectivity as a relevant aspect of the subject. The analysis carried out from the
data and from the relationship among them, along with the theoretical framework used, shows
that the participation of an English teacher’s affectivity is so obvious that the participant
herself can perceive the influence of this affectivity in the methodology adopted by her, in the
kind of activities used, in her way to explain the content and to call students’ attention, in the
way she interacts with each of them and with the group. The results from the data discussion
also make it possible to affirm that the English teacher’s affectivity not only has influence
over the environment, but also arises from oneself through the interactions with the unique
individuals present in it, which occur through language. These findings lead to the perception
of the uniqueness of the EFL teacher and of one’s affectivity, as well as the need to admit that
emotions permeate the pedagogical work. By recognizing the significant influence of
affectivity on the construction of the subject and of one’s actions, we will be able to research
more and better about the matter at issue, which in turn will help us to cope better with
teachers’ affectivity, thus bringing about positive results for the EFL classroom.
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MELO, L. V. Professor também tem sentimentos:a afetividade de uma professora de inglês como língua estrangeira. 2016. 167 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016.