EDUCATIONAL REFORMS AND TEACHERS’ WORKING CONDITIONS: EMOTIONS EXPERIENCED BY AN IN-SERVICE ENGLISH LANGUAGE TEACHER

Detalhes bibliográficos
Autor(a) principal: Rodrigues, Neide Nunes
Data de Publicação: 2014
Outros Autores: Saraiva, Ana Cláudia Lopes Chequer
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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spelling 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
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info:eu-repo/semantics/openAccess
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eu_rights_str_mv openAccess
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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
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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)
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