“Inglês nem reprova...”: crenças e emoções em interações de professores no Whatsapp

Abstract

Studies on beliefs and emotions in Applied Linguistics (AL) are constantly evolving, due to the diversity of research on the teaching and learning of English as a foreign language LDBN (1996), PCNs (1998) or lingua franca (BNCC, 2017) in the school context, as we can see in Barcelos (2004, 2006, 2007, 2015), Gonçalves (2015), Peron (2021), Aragão (2011, 2015, 2017, 2023), Godoy (2020), Colombo-Gomes (2014) and Benesch (2017). This research is a netnography (Kozinets, 2014), whose methodology aims to record media interactions, identify and categorize beliefs and emotions according to themes about teaching and learning English; analyze the impact of these beliefs in the current educational context, through recurring reflections in the virtual space; and identify the emotions induced by beliefs observed in the comments of online conversations. The beliefs in the emergence of emotions in cyberspace are, thus, the focus of this study. The results show that the beliefs were socially constructed and experiential due to the experiences shared by the teachers in the interactions. The emotions identified in the interactions were joy, passion, hope, frustration, indignation and sadness.