A AFETIVIDADE E O LUGAR DO OUTRO NA AULA DE LÍNGUA INGLESA: RECONSTRUINDO UMA EXPERIÊNCIA DE FORMAÇÃO DOCENTE.

Abstract

Over the years, many scholars have pointed out that affective factors can impact the foreign language teaching and learning process and provide students with experiences of success or failure during their learning path (MASTRELLA-DE-ANDRADE, 2011; ARNOLD, 2011; WILLIAMS; MERCER; RYAN, 2015; BARCELOS, 2015). This research aims at investigating the role of affect in English language classes for middle and high school students, as well understanding how awareness (FREIRE, 1993) of affective aspects impacts the education of in-training teachers. The research was developed based on my experience as a member of the Institutional Scholarship Program for Initiation to Teaching – (Pibid) Letras Inglês, at Universidade Federal da Paraíba, from 2016 to 2017. At Pibid, I developed activities in English language lessons in a public middle school and in a public high school, and I had a chance to connect with several different students in the lessons where I was present. The scope of this final paper is fundamentally qualitative, and it has an interpretative and autobiographical nature, in which I examine my reflective journals and reports of the program PIBID and internship reports, with the objective of analyzing the role of affect in the classroom and in my teacher education path, taking as theoretical reference some research on emotions and their role in the foreign language classroom (MASTRELLA-DE-ANDRADE, 2011; ARNOLD, 2011; WILLIAMS; MERCER; RYAN, 2015; BARCELOS, 2015). The data analysis shows that affect may influence and move individuals in multiple directions; in this way, it can give rise to negative and positive learning experiences for students in primary and secondary education, leading them to feelings of success and / or failure. On the other hand, the experience of affect in my own professional education opened my eyes to the place of the other in the classroom and the teacher's responsibility to understand and respect his/her own emotions, as well as the emotions of that other (student) in order to create a healthy learning environment that promotes growth opportunities for all.