Afeto e reflexões para entender a qualidade de vida nas aulas remotas de Língua Inglesa na escola pública durante a Pandemia da Covid-19

• Ano de defesa: 2022
• Autor(a) principal: Martins, Emilly Marinho
• Outros Autores: [e-mail]
• Orientador(a): Gomes , Gysele da Silva Colombo
• Banca de defesa: Rodrigues, Renata Lopes de Almeida , Miller, Inés Kayon de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras e Linguística
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: Brasil
• Palavras-chave em Português: Afeto; Prática exploratória; Língua inglesa; Ensino-aprendizagem; Escola pública; Pandemia
• Palavras-chave em Inglês: Affection; Exploratory practice; English language; Teaching and learning; Public sector school; Pandemic
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://www.bdtd.uerj.br/handle/1/19341

In this work, I discuss the importance of identifying, validating and understanding positive or negative affect in the English Language teaching and learning processes, based on data generated with students from a ninth grade class of Elementary School II at a public school in the State of Rio de Janeiro in São Gonçalo during the period of remote classes, due to the Pandemic of Covid 19. Reflections are made on the teaching of English in public schools, considering experiences I lived as teacher and researcher in one school of the State Public Educational System of Rio de Janeiro, in view of issues involving some aspects of remote classes in public schools such as students’ access / lack of access to the platform; activities and on-line meetings; the importance of interaction, among others. The main focus of the research is on the affective elements that involve the process of teaching and learning English (MORAES BEZERRA, 2013; ARNOLD, 2009; OCHS e SCHIEFFELIN, 1989; ZEMBYLAS, 2003; SILVA, 2008)), also taking into account the beliefs (BARCELOS, 2006), expectations and desires of both the students and mine. In this way, I try to understand [a] issues related to the expectations of these adolescents in relation to the next stage of education - High School; [b] how teaching and learning English can contribute to this new stage and to their future; [c] during the remote classes, which feelings were potentiated or not and how they affected us in the teaching and learning process. Affective factors cannot be separated from the social (MORAES BEZERRA, 2013), they have a lot of value and they are directly linked to the process of building knowledge and the attempt to understand the quality of life in the classroom (ALLWRIGHT, 2008). Data were generated through Potentially Exploitable Pedagogic Activities - PEPAs (MORAES BEZERRA, 2007; 2012) and Exploratory Conversations (MILLER, 2010). The research is inserted in the field of Applied Linguistics (MOITA LOPES, 2006) and it was oriented by the principles of Exploratory Practice (MILLER et al., 2008; ALLWRIGHT and HANKS, 2009).