Banca de DEFESA: VITÓRIA FRANÇA ALBUQUERQUE

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : VITÓRIA FRANÇA ALBUQUERQUE
DATA : 23/09/2021
HORA: 13:30
LOCAL: Sala virtual remota
TÍTULO:

EMOÇÕES NA FORMAÇÃO CONTINUADA E NO ENSINO E APRENDIZAGEM DE LÍNGUAS ADICIONAIS PARA CRIANÇAS EM CONTEXTO NORTE MATO-GROSSENSE

PALAVRAS-CHAVES:

Emotions. Collaborative education. Teaching and learning. Additional languages for children. 

PÁGINAS: 162
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

The contact with an additional language promoted by the social practices of teaching or learning are actions that affect us, since they involve cognitive aspects, emotions, feelings and experiences during the trajectories of education and learning. Therefore, we investigated the emotions of teachers and teacher educators in a collaborative education course at the Centro de Formação Continuada from municipal education system in Sinop/MT and in the teaching and learning process of additional languages for children, in different modalities (face-to-face and remote). To achieve this goal, we have established two research questions: 1) What are the emotions of additional languages teachers for children and teacher educators and how do they express themselves through situations of language use in collaborative education meetings and in the teaching and learning process in different modalities? 2) What is the relationship between emotions and collaborative education and the teaching and learning process of additional languages for children in different modalities?  Theoretical assumptions are based on Applied Linguistics, which discuss the concepts of additional languages for children (SANTOS, 2011; 2009; 2005), emotions (BARCELOS, 2015; MATURANA, 1998, 2005; ARAGÃO, 2011, 2007), collaborative education (HELVIG, 2015; FIORENTINI, 2010), among others. Regarding the methodological contribution, we based the study on the principles of the qualitative research method (YIN, 2016; CRESWELL, 2014), of interpretativist nature (BORTONI-RICARDO, 2008). In addition, we used different instruments for data collection, such as observations of audio and video recordings of the educational meetings and semi-structured interviews, reflective field diary, WhatsApp group conversations of the course and video lessons of two teachers. The participants were four additional language teachers for children from public schools, one of whom did not belong to the course, but was chosen because she was recording classes for public schools. Besides them, six researchers from the State University of Mato Grosso and three from the State University of Londrina took part in the study. The data set revealed that participants demonstrated the emotions of joy, love, anxiety, disappointment, empathy, anger, sadness, surprise, respect, among others. These emotions were manifested from the situations of language uses of greetings and expectations about the course, dialogue about the importance of continuing education being desired, collaborative writing of the document about the importance of additional languages for children, and socialization of teaching activities in the pandemic, to name a few. Regarding the relationship of emotions with continuing education, the data showed that collaborative practices promote the development and strengthening of emotional bonds between teachers and teacher trainers. In the teaching and learning process, this is no different, since classroom actions are not separated from our emotions. Thus, both in the remote and face-to-face classroom modality, the teachers understood the relevance of emotionally supporting the children.

MEMBROS DA BANCA:
Presidente - 82304001 - JESUINO ARVELINO PINTO
Interno - 62022008 - LEANDRA INES SEGANFREDO SANTOS
Interno - 82419001 - OLANDINA DELLA JUSTINA
Externo à Instituição - ANA MARIA FERREIRA BARCELOS - UFV