As crianças são a alma da escola” : relações afetivas no trabalho de um professor de língua inglesa da educação infantil

Abstract

eaching in Early Childhood Education demands the integration between care and education, which reinforces the importance of considering the affective aspects, still little valued at this stage of education (Albuquerque; Santos, 2022; Silva; Gomes, 2022). In this scenario, the present research aims to investigate how an English language teacher in the context of early childhood education understands the affections/ emotions that build his teaching practice. For this, the data were generated from a reflective report and the discussions used as theoretical input studies on teaching practice in early childhood education and initial teacher education (Maia; Costa, 2019; Albuquerque; Santos, 2012); research on emotions and affectivity (Barcelos, 2015; 2022; Maturana, 2002; Vygotsky, 1998 [1934]; Spinoza 2014 [1677] apud Dantas, 2019) and official documents (Brazil 1988, 1996, 2009, 2017; Paraíba, 2013, 2021; João Pessoa, 2021; UFPB, 2018). From the qualitative analysis of data, the results showed that the affections and emotions experienced by the language teacher boosted the creation of bonds with students and family, the sense of belonging and the recognition of professional identity. In addition, the analysis indicated a teaching permeated by inclusion practices, respect, empathy and acceptance, in which children learned to deal with the affects experienced.