Afetividade e emoções na produção acadêmica da licenciatura em Letras inglês : reflexões sobre a formação inicial de professores

Abstract

This study discusses the relevance of emotions and affectivity in initial teacher education, considering that these dimensions play a fundamental role in the construction of teacher iden- tity, pedagogical relationships, and teaching and learning processes. The general objective was to discuss emotions and affectivity in undergraduate final papers produced in the English Language Teacher Education Program, seeking to understand how these themes have been discussed within the academic production of teacher education courses. This is a qualitative, basic, exploratory, and descriptive study developed through bibliographic and documentary research. The research corpus consisted of undergraduate final papers from the English Lan- guage Teacher Education Program at the Federal University of Paraíba, which were analyzed in light of theoretical frameworks addressing teacher education, emotions, and affectivity. The theoretical foundation was mainly based on the contributions of Wallon (1975; 1989), Vygotsky (1991), Freire (1996), Arnold (2011) and bell hooks (2013), among other authors who understand the affective dimension as a constitutive element of educational practice. The results showed that, although the analyzed studies presented different approaches, all of them recognized, to varying degrees, the importance of emotions and affectivity in teacher educa- tion. It is concluded that expanding discussions on these themes in teacher education pro- grams contributes to a more critical, reflective, and humanized education, strengthening the preparation of future teachers for the challenges of pedagogical practice.