AS EMOÇÕES EM AULAS DE LÍNGUA INGLESA: PRÁTICAS DE LETRAMENTO EMOCIONAL EM CONTEXTO DE ENSINO NO PROGRAMA DE RESIDÊNCIA PEDAGÓGICA

Abstract

Emotions are considered a common characteristic of the human species evolution and a fundamental part of learning. Considering them in education recognizes students as whole human beings, as emotional aspects are not disconnected from cognitive ones (Barcelos, 2015). This work is based on incorporating Emotional Literacy practices within the context of the Pedagogical Residency Program (PRP), through an intervention project in an English Course with a group of 10 collaborating students at a Technical and Integral Citizen School, in João Pessoa. In these circumstances, Emotional Literacy practices were implemented with the aim of analyzing the role of emotions in the learning of the English language, believing that these actions would favor teaching and learning with positive outcomes. In order to obtain support for the research, this study was based on the works of Barcelos (2015), Casassus (2009), Van Der Verr and Valsiner (2009), as well as the ideas and works of Goleman (1995), Garret and Young (2009), Val (2006), among other authors, as well as the National Common Curricular Base (Brazil, 2018). The corpus consists of three research instruments: a) comparative boards of emotions (Emojidômetro); b) Initial Reflective Questions; and c) a Final Questionnaire. A mixed analysis of the data showed that there were positive contributions to these students' perceptions as they reflected on their emotions during the Course. This process allowed them to question the reasons for their emotional states and the impacts of these emotions on learning. The results showed implications in the perception and management of emotions by the collaborating students in response to the research instruments used.