Emoções em Evidência na Prática do PIBID Letras-Inglês da UFPB: Em busca do Letramento Emocional.

Abstract

It is difficult to imagine of all spheres of our lives any of them that is not covered by emotions. Emotions are everywhere, whether at work, at school, at home or in our daily habits. Thereby, they are also present in teacher-student relationship, in foreign language classroom and in the deeds of the Teaching Initiation Program (PIBID). Based on the theoretical contributions on emotion and motivation explained by Williams et. al. (2015), this paper presents how emotions are an influent part of foreign language learning process and how emotion and motivation are interconnected within the act of learning. As a member of UFPB's PIBID Letras-Inglês subproject for almost two years and given the imminent interruption of the Program, this research had the aim of evaluating the impact of the subproject's actions regarding the emotion and motivation in Elementary Level II of Chico Xavier Municipal School. In order to reach this aim, a multimodal questionnaire was elaborated and applied as a data collection instrument, through which it was aimed to identify the emotions and motivations of the students regarding the English language learning after PIBID. The qualitative and quantitative results show that, in light of the subproject's accomplishments at school, positive emotions such as joy and fun preponderate, whereas negative emotions such as anxiety and frustration do not. Having this in mind, this research also aimed to highlight the importance of fostering positive emotions in the learning process, and, based on Barcelos (2015), bring to light the studies on emotional literacy, highlighting its relevance and possible contributions to the inside and outside of classroom context.