EDUCATIONAL REFORMS AND TEACHERS’ WORKING CONDITIONS: EMOTIONS EXPERIENCED BY AN IN-SERVICE ENGLISH LANGUAGE TEACHER
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Data de Publicação: | 2014 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Signum: Estudos da Linguagem |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/signum/article/view/17458 |
Resumo: | In this article, we analyze the relation among educational reforms and teachers’ work, and emotions. This study was conducted with a public school English teacher, in Minas Gerais. The aim was to verify the role that contextual factors play in the production of emotions, and detect the emotions that influence her practice with students, colleagues, and school managers. The theoretical framework was based on studies about educational reforms and teachers’ work (AUGUSTO, 2005; HYPOLITO; VIEIRA; PIZZI, 2009; DUARTE; AUGUSTO, [s.d.]), the relationship between emotions and the process of teaching and learning languages (HARGREAVES, 2000; ZEMBYLAS, 2002, 2003; ARAGÃO, 2008; DAY; QING, 2009; SHUTZ; ZEMBYLAS, 2009; COWIE, 2011; RIBEIRO, 2012). We used a semistructured questionnaire and a narrative interview as data collection instruments. The analysis has pointed out poor work condition, crowded classrooms, poor physical and technological structures, strict school curriculum, students’ indiscipline, and the institution pessimistic atmosphere as frustrating, stressful, and de-motivating factors. These results indicate the need to create alternative ways of school workplaces organization, and to modify the way people interact in schools. They also suggest the need of educators to participate in the design and implementation of educational reforms. |
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EDUCATIONAL REFORMS AND TEACHERS’ WORKING CONDITIONS: EMOTIONS EXPERIENCED BY AN IN-SERVICE ENGLISH LANGUAGE TEACHERAs reformas educacionais e as condições de trabalho docente: emoções vivenciadas por uma professora de língua inglesa em serviçoEducational reforms. Teachers’ emotions. English Languagereformas educacionaisemoções de professoresLíngua Inglesa.In this article, we analyze the relation among educational reforms and teachers’ work, and emotions. This study was conducted with a public school English teacher, in Minas Gerais. The aim was to verify the role that contextual factors play in the production of emotions, and detect the emotions that influence her practice with students, colleagues, and school managers. The theoretical framework was based on studies about educational reforms and teachers’ work (AUGUSTO, 2005; HYPOLITO; VIEIRA; PIZZI, 2009; DUARTE; AUGUSTO, [s.d.]), the relationship between emotions and the process of teaching and learning languages (HARGREAVES, 2000; ZEMBYLAS, 2002, 2003; ARAGÃO, 2008; DAY; QING, 2009; SHUTZ; ZEMBYLAS, 2009; COWIE, 2011; RIBEIRO, 2012). We used a semistructured questionnaire and a narrative interview as data collection instruments. The analysis has pointed out poor work condition, crowded classrooms, poor physical and technological structures, strict school curriculum, students’ indiscipline, and the institution pessimistic atmosphere as frustrating, stressful, and de-motivating factors. These results indicate the need to create alternative ways of school workplaces organization, and to modify the way people interact in schools. They also suggest the need of educators to participate in the design and implementation of educational reforms.Neste artigo analisamos a relação entre reformas educacionais, trabalho e emoções de professores. O estudo foi realizado com uma professora de Língua Inglesa de uma escola pública de Minas Gerais. Os objetivos foram verificar o papel que os fatores contextuais desempenham na produção das emoções, detectar as emoções que permeiam sua prática com alunos, colegas de trabalho e gestores escolares. Como pressupostos teóricos, pautamo-nos nos estudos sobre reformas educacionais e o trabalho docente (AUGUSTO, 2005; HYPOLITO; VIEIRA; PIZZI, 2009; DUARTE; AUGUSTO, [s.d.]) e sobre a relação entre emoções e ensino e aprendizagem de línguas (HARGREAVES, 2000; ZEMBYLAS, 2002, 2003; ARAGÃO, 2008; DAY; QING, 2009; SHUTZ; ZEMBYLAS, 2009; COWIE, 2011; RIBEIRO, 2012). Como instrumentos de coleta de dados, empregamos um questionário semiaberto e uma entrevista narrativa. Os resultados sugeriram que as precárias condições de trabalho, com salas de aula cheias, estrutura física e tecnológica deficitária, currículo rígido, indisciplina dos alunos, assim como a atmosfera pessimista da instituição são fatores que lhe causa frustração, estresse e desmotivação. Os resultados indicam a necessidade de elaboração de formas alternativas de organização e interação no trabalho escolar e da participação de profissionais da educação na criação e implementação de reformas educacionais.EDUEL2014-12-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresPesquisa Empírica de Campoapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/1745810.5433/2237-4876.2014v17n2p120Signum: Estudos da Linguagem; Vol. 17 No. 2 (2014): Volume Atemático; 120-143Signum: Estudos da Linguagem; v. 17 n. 2 (2014): Volume Atemático; 120-1432237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/17458/15697http://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessRodrigues, Neide NunesSaraiva, Ana Cláudia Lopes Chequer2022-11-16T18:10:51Zoai:ojs.pkp.sfu.ca:article/17458Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:10:51Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
EDUCATIONAL REFORMS AND TEACHERS’ WORKING CONDITIONS: EMOTIONS EXPERIENCED BY AN IN-SERVICE ENGLISH LANGUAGE TEACHER As reformas educacionais e as condições de trabalho docente: emoções vivenciadas por uma professora de língua inglesa em serviço |
title |
EDUCATIONAL REFORMS AND TEACHERS’ WORKING CONDITIONS: EMOTIONS EXPERIENCED BY AN IN-SERVICE ENGLISH LANGUAGE TEACHER |
spellingShingle |
EDUCATIONAL REFORMS AND TEACHERS’ WORKING CONDITIONS: EMOTIONS EXPERIENCED BY AN IN-SERVICE ENGLISH LANGUAGE TEACHER Rodrigues, Neide Nunes Educational reforms. Teachers’ emotions. English Language reformas educacionais emoções de professores Língua Inglesa. |
title_short |
EDUCATIONAL REFORMS AND TEACHERS’ WORKING CONDITIONS: EMOTIONS EXPERIENCED BY AN IN-SERVICE ENGLISH LANGUAGE TEACHER |
title_full |
EDUCATIONAL REFORMS AND TEACHERS’ WORKING CONDITIONS: EMOTIONS EXPERIENCED BY AN IN-SERVICE ENGLISH LANGUAGE TEACHER |
title_fullStr |
EDUCATIONAL REFORMS AND TEACHERS’ WORKING CONDITIONS: EMOTIONS EXPERIENCED BY AN IN-SERVICE ENGLISH LANGUAGE TEACHER |
title_full_unstemmed |
EDUCATIONAL REFORMS AND TEACHERS’ WORKING CONDITIONS: EMOTIONS EXPERIENCED BY AN IN-SERVICE ENGLISH LANGUAGE TEACHER |
title_sort |
EDUCATIONAL REFORMS AND TEACHERS’ WORKING CONDITIONS: EMOTIONS EXPERIENCED BY AN IN-SERVICE ENGLISH LANGUAGE TEACHER |
author |
Rodrigues, Neide Nunes |
author_facet |
Rodrigues, Neide Nunes Saraiva, Ana Cláudia Lopes Chequer |
author_role |
author |
author2 |
Saraiva, Ana Cláudia Lopes Chequer |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Rodrigues, Neide Nunes Saraiva, Ana Cláudia Lopes Chequer |
dc.subject.por.fl_str_mv |
Educational reforms. Teachers’ emotions. English Language reformas educacionais emoções de professores Língua Inglesa. |
topic |
Educational reforms. Teachers’ emotions. English Language reformas educacionais emoções de professores Língua Inglesa. |
description |
In this article, we analyze the relation among educational reforms and teachers’ work, and emotions. This study was conducted with a public school English teacher, in Minas Gerais. The aim was to verify the role that contextual factors play in the production of emotions, and detect the emotions that influence her practice with students, colleagues, and school managers. The theoretical framework was based on studies about educational reforms and teachers’ work (AUGUSTO, 2005; HYPOLITO; VIEIRA; PIZZI, 2009; DUARTE; AUGUSTO, [s.d.]), the relationship between emotions and the process of teaching and learning languages (HARGREAVES, 2000; ZEMBYLAS, 2002, 2003; ARAGÃO, 2008; DAY; QING, 2009; SHUTZ; ZEMBYLAS, 2009; COWIE, 2011; RIBEIRO, 2012). We used a semistructured questionnaire and a narrative interview as data collection instruments. The analysis has pointed out poor work condition, crowded classrooms, poor physical and technological structures, strict school curriculum, students’ indiscipline, and the institution pessimistic atmosphere as frustrating, stressful, and de-motivating factors. These results indicate the need to create alternative ways of school workplaces organization, and to modify the way people interact in schools. They also suggest the need of educators to participate in the design and implementation of educational reforms. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-12-26 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares Pesquisa Empírica de Campo |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/17458 10.5433/2237-4876.2014v17n2p120 |
url |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/17458 |
identifier_str_mv |
10.5433/2237-4876.2014v17n2p120 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/17458/15697 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
EDUEL |
publisher.none.fl_str_mv |
EDUEL |
dc.source.none.fl_str_mv |
Signum: Estudos da Linguagem; Vol. 17 No. 2 (2014): Volume Atemático; 120-143 Signum: Estudos da Linguagem; v. 17 n. 2 (2014): Volume Atemático; 120-143 2237-4876 reponame:Signum: Estudos da Linguagem instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Signum: Estudos da Linguagem |
collection |
Signum: Estudos da Linguagem |
repository.name.fl_str_mv |
Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||signum@uel.br |
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1750315344074899456 |