Reflexões sobre afeto e aprendizagem na formação e prática docente de uma professora de língua inglesa para crianças

Abstract

This thesis presents a qualitative research(MARTINS, 2004; MORAES BEZERRA, 2007; CARDOSO, 2013; MYNAIO, 1994; DE GRANDE, 2011), which fits in the research area of Aplied Linguistics (MOITA LOPES, 2006, 2011; DE GRANDE, 2011; MORAES BEZERRA, 2007). For this study, I aimed to reflect on affective aspects – my students’ and mine - in the teaching of English to children, analyzing activities and interactionsthat I constructed with 4th and 5th grade students, through a critical perspective and the principles of Exploratory Practice (MILLER et. al., 2008). To achieve this, I reflect on affection and language teaching (WORTMEYER et. al. 2014; SANTOS, SILVA, COSTA, ANTUNES, 2016; MORAES BEZERRA, 2013), on teaching English to children (TONELLI, TUTIDA, 2014; ROCHA, 2007, 2008; MORAES BEZERRA, SANTOS, 2018), on critical literacy(MENEZES DE SOUZA, 2011; FREIRE, 1989; SANTOS and IFA, 2013), on visual literacy(PROCÓPIO and SOUZA, 2010; BARBOSA and ARAÚJO, 2014; BAMFORD, 2009), lexical choices(JANKS, 2005; ROCHA, 2008; GIL, 2008; OCHS, SCHIEFFELIN, 1989), besides aligning me with Vygotskian socio-historical-cultural theory(OLIVEIRA, 1992; VYGOTSKY, 1988, 1993, 1998; LURIA 1988). All this reflection is anchored in the Exploratory Practice (ALLWRIGHT and HANKS, 1999, 2009, 2010; ALLWRIGHT, 2003b; MILLER et al., 2008; MORAES BEZERRA, 2007) proposal and its principles.This study demonstrates the importance of prioritizing quality of life in classroom, and shows that it is possible to integrate the teaching, learning, reflecting and research processes in an ethical and including way, according to the proposal of Exploratory Practice.