O desenvolvimento do letramento emocional em aulas de ateliê: as instâncias emocionais emergentes em aulas bilíngues com referências à abordagem Reggio Emilia

Abstract

This study is configured as a qualitative case study with an ethnographic approach, aiming to observe the process of emotional literacy development among English learners in a bilingual school project, which takes the Reggio Emilia approach as a reference, through atelier classes. Among other authors, I rely on Gandini (2019) to present the Reggio Emilia approach, Barcelos (2024) to address the topic of Emotional Literacy, and Kress and Van Leeuwen (1996; 2006) and Heller (2014) to establish analytical parameters for visual narratives. The study was conducted at a private school in the municipality of Niterói, RJ, with third-grade elementary students and the atelier teacher. Data were collected through field diary notes, photographic records of the activities carried out by the students during four classes, and an interview with the atelier teacher. At the end of the research, through a qualitative and interpretative analysis of the visual narratives and interactions in the atelier classes, the predominant emergence of positive-valence emotions such as joy, love, and optimism was evident, fostered by a welcoming environment and individual artistic proposals, indicating the atelier’s potential for developing emotional literacy.