Emotions in a Brazilian teacher's experience report on remote English teaching during the COVID-19 pandemic
| Autor(a) principal: | |
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| Data de Publicação: | 2022 |
| Outros Autores: | |
| Tipo de documento: | Artigo |
| Idioma: | eng |
| Título da fonte: | Revista Brasileira de Lingüística Aplicada (Online) |
| Texto Completo: | http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18395 |
Resumo: | Grounded on the dialogical perspective of language and the critical approach to the study of language teacher emotions, this paper aims to discuss the emotions of an English teacher in her remote teaching experience in the context of the COVID-19 pandemic. We present a case study based on the discourse analysis of the teacher's experience report during her participation in a roundtable discussion about English teaching in pandemic times. The online event took place in the first semester of 2020, during the University Week of a college located in the interior region of Ceará State, Brazil. Considering the concrete context and the broader contexts of discursive production, our analysis of the teacher’s utterance indicates the predominance of the emotional distress in power relations, especially, with academic, pedagogical, and legislative discourses. Notwithstanding, she reveals self-confidence in face of the demand for frequently using the computer and WhatsApp in remote language teaching. |
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Emotions in a Brazilian teacher's experience report on remote English teaching during the COVID-19 pandemicemotions; English language; remote teaching; discourseGrounded on the dialogical perspective of language and the critical approach to the study of language teacher emotions, this paper aims to discuss the emotions of an English teacher in her remote teaching experience in the context of the COVID-19 pandemic. We present a case study based on the discourse analysis of the teacher's experience report during her participation in a roundtable discussion about English teaching in pandemic times. The online event took place in the first semester of 2020, during the University Week of a college located in the interior region of Ceará State, Brazil. Considering the concrete context and the broader contexts of discursive production, our analysis of the teacher’s utterance indicates the predominance of the emotional distress in power relations, especially, with academic, pedagogical, and legislative discourses. Notwithstanding, she reveals self-confidence in face of the demand for frequently using the computer and WhatsApp in remote language teaching.Faculdade de Letras - Universidade Federal de Minas GeraisCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Carneiro, Karoline Zilah SantosLima, Samuel de Carvalho2022-03-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18395Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 68-93Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 68-93Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 68-931984-63981676-0786reponame:Revista Brasileira de Lingüística Aplicada (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGenghttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18395/1125614445http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/18395/3008/*ref*/ALVES, W. M.; SILVA, F. V.; BESSA, J. C. R. Projeto interdisciplinar e desenvolvimento da aprendizagem na EJA em tempos de COVID-19: uma análise crítico-reflexiva. Signo, Santa Cruz do Sul, v. 46, n. 85, p. 180-192, jan./abr. 2021. Available at: <ttp://dx.doi.org/10.17058/signo.v46i85.15765>. Accessed: 16 May 2021./*ref*/AMARAL; M. R. S.; SILVA; E. G.; GONÇALVES, J. B. G. The contributions of Applied Linguistics (AL) and Dialogical Discourse Analysis (DDA) to the reading of the text as a concrete utterance. Raído, v. 14, n. 36, 2020. p. 355-377. Available at: <https://doi.org/10.30612/raido.v14i36.11436>. Accessed: 20 Apr. 2021./*ref*/ARAGÃO, R. C. Emoções e ações de professores ao falar inglês no WhatsApp. Rev. bras. linguist. apl., Belo Horizonte, v. 17, n. 1, p. 83-112, mar. 2017. Available at: <https://doi.org/10.1590/1984-6398201610396>. Accessed: 18 Apr. 2021./*ref*/ARAGÃO, R. C.; BARCELOS, A. M. F. Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil. Chinese Journal of Applied Linguistics, v. 41, n. 4, 2018. p. 506-528. Available at: <https://doi.org/10.1515/cjal-2018-0036>. Accessed: 03 Mar. 2021./*ref*/ARAGÃO, R. C.; PAIVA, V. L. M. O.; GOMES JÚNIOR, R. C. Emoções no desenvolvimento de habilidades orais com tecnologias digitais. Calidoscópio, v. 15, n. 3, p. 557-566, 2017. Available at: <https://doi.org/10.4013/cld.2017.153.14>. Accessed: 18 Apr. 2021./*ref*/BAKHTIN, M. Os gêneros do discurso. Organization, translation, afterword and notes by Paulo Bezerra. São Paulo: Editora 34, 2016./*ref*/BARCELOS, A. M. F.; RUOHOTIE-LYHTY, M. Teachers’ Emotions and Beliefs in Second Language Teaching: Implications for Teacher Education. In: AGUDO, J. D. M. (Ed.). Emotions in Second Language Teaching. Cham: Springer International Publishing, 2018. p. 109-124./*ref*/BARCELOS, A. M. F. Unveiling the relationship between language learning beliefs, emotions, and identities. Studies in Second Language Learning and Teaching, v. 5, n. 2, 2015, p. 301-325. Available at: <https://doi.org/10.14746/ssllt.2015.5.2.6>. Accessed: 03 Mar. 2021./*ref*/BENESCH, S. Emotions as agency: Feeling rules emotion labor, and English language teachers’ decision-making. System, 2018, p. 1-10. Available at: <https://doi.org/10.1016/j.system.2018.03.015>. Accessed: 11 Oct. 2020./*ref*/BENESCH, S. Emotions and English language teaching: Exploring teacher’s emotion labor. Nova York: Routledge, 2017./*ref*/BENESCH, S. Considering Emotions in Critical English Language Teaching: Theories and Praxis. Nova York: Routledge, 2012./*ref*/BOTTURA, E. B. “Como é no seu país?”: Estudo autoetnográfico de uma prática pedagógica em Português Língua de Acolhimento para mulheres migrantes no Brasil: implicações para a formação de professores. Thesis (PhD in Linguistic). Universidade Federal de São Carlos. São Carlos, 2019. 247 p./*ref*/BRAIT, B. Análise e teoria do discurso. In: BRAIT, B. (Org.). Bakhtin: Outros conceitos-chave. São Paulo: Contexto, 2006. p. 9-31./*ref*/CEARÁ. Decreto nº 33.510, de 16 de março de 2020. Decreta situação de emergência em saúde e dispõe sobre medidas para enfrentamento e contenção da infecção humana pelo novo coronavírus. Diário Oficial do Estado, Ceará, série 3, ano XII, n. 53, caderno 1/4, 2020. Available at: <https://bit.ly/2HwC1b0>. Accessed: 23 Oct. 2020./*ref*/GKONOU, C.; MILLER, E. R. An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital. TESOL Quarterly, v. 55, n. 1, 2021. p. 134-155. Available at: <https://doi.org/10.1002/tesq.580>. Accessed: 22 Feb. 2021./*ref*/HOCHSCHILD, A. R. Emotion Work, Feeling Rules, and Social Structure. The American Journal of Sociology, v. 85, n. 3, p. 551-575, 1979. Available at: <http://www.jstor.org/stable/2778583>. Accessed: 15 Mar. 2021./*ref*/MACINTYRE, P. D.; GREGERSEN, T.; MERCER, S. Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, v. 94, 2020, p. 1-13. Available at: <https://doi.org/10.1016/j.system.2020.102352>. Accessed: 24 Feb. 2021./*ref*/MILLER, E. R.; GKONOU, C. Language Teacher Agency, Emotion Labor and Emotional Rewards in Tertiary-level English Language Programs. System. v. 79, 2018, p. 49-59. Available at: <https://doi.org/10.1016/j.system.2018.03.002>. Accessed: 22 Feb. 2021./*ref*/NEWCOMB, M. The emotional labour of academia in the time of a pandemic: A feminist reflection. Qualitative Social Work. v. 20, n. 1-2), 2021, p. 639-644. Available at: <https://doi.org/10.1177/1473325020981089>. Accessed: 02 Mar. 2021./*ref*/NIAS, J. Thinking about Feeling: the emotions in teaching. Cambridge Journal of Education, v. 26, n. 3, 1996. p. 293-306. Available at: <http://dx.doi.org/10.1080/0305764960260301>. Accessed: 24 Feb. 2021./*ref*/OLIVEIRA, A. C. T. Emotions and Critical Language Teaching: A Political-Cultural Approach of an English Teacher’s Emotions Rev. Bras. Linguíst. Apl., v. 21, n. 1, 2021. p. 81-106. Available at: <http://dx.doi.org/10.1590/1984-6398202117125>. Accessed: 02 Mar. 2021./*ref*/OLIVEIRA, F. A.; QUEIROZ, F. M.; DINIZ, M. I. Divisão sexual do trabalho entre homens e mulheres no contexto da pandemia da Covid 19. Revista Inter-Legere, v. 3, n. 28, 2020. p. 1-22. Available at: <https://doi.org/10.21680/1982-1662.2020v3n28ID21486>. Accessed: 08 Mar. 2021./*ref*/PAES, F. C. O.; FREITAS, S. S. Trabalho docente em tempos de isolamento social: uma análise da percepção do uso das tecnologias digitais por professores da educação básica pública. Revista Linguagem em Foco, v.12, n.2, 2020. p. 129-149. Available at: <https://doi.org/10.46230/2674-8266-12-4050>. Accessed: 16 May 2021./*ref*/PAVLENKO, A. The affective turn in SLA: from ‘affective factors’ to ‘language desire’ and ‘commodification of affect’. In: GABRYS-BARKER, D.; BIELSKA, J. (Eds.) The Affective Dimension in Second Language Acquisition. Multilingual Matters, 2013. p. 3-28./*ref*/ROHLING, N. A pesquisa qualitativa e análise dialógica do discurso: caminhos possíveis. Cadernos de Linguagem e Sociedade, v. 15, n. 2, p. 44-60, 2014. Available at: <https://doi.org/10.26512/les.v15i2.7561>. Accessed: 03 Mar. 2021./*ref*/SEDUC; APEOC. Diretrizes para o período de suspensão das atividades educacionais presenciais por conta da situação de contenção da infecção humana pelo novo coronavírus no âmbito dos estabelecimentos de ensino da rede estadual do Ceará. Fortaleza, 26 Mar. 2020. Available at: <https://bit.ly/2RqNhuL>. Accessed. 10 Apr. 2021./*ref*/SEMANA DE LETRAS. O Ensino de Língua Inglesa em Tempos de Pandemia. YouTube, 17 jun. 2020. Available at: <https://youtu.be/0eMB9lry8lg>. Accessed: 09 Apr. 2021./*ref*/SZUNDY, P. T. C.; MARTINS, P. S.; MOREIRÃO, D.D. P. The Circle of Bakhtin’s language philosophy and the transgressive Applied Linguistics: possible dialogues. Raído, v. 14, n. 36, 2020. p. 378-399. Available at: <https://doi.org/10.30612/raido.v14i36.13240>. Access: 20 Apr. 2021./*ref*/UN WOMEN. Gênero e Covid-19 na América Latina e no Caribe: dimensões de gênero na resposta. March, 2020. Available at: <https://bit.ly/3mCL7Ui>. Accessed: 02 Mar. 2021./*ref*/VOLÓCHINOV, V. N. Marxismo e Filosofia da Linguagem: Problemas fundamentais do método sociológico na ciência da linguagem. 2. ed. Translation, notes and glossary by Sheila Grillo and Ekaterina Vólkova Américo. São Paulo: Editora 34, 2018./*ref*/VOLOŠINOV, V. N. Marxism and the Philosophy of Language. Translated by Ladislav Matejka and I. R. Titunik. Cambridge, Massachusetts: Harvard University Press, 1986./*ref*/ZEMBYLAS, M. Teaching and teacher emotions: A post-structural perspective. In: DAY, C.; LEE, J. C. K. (Eds.). New understandings of teacher’s work: Professional learning and development in schools and higher education. Dordrecht: Springer, 2011. p. 31-43./*ref*/ZEMBYLAS, M. Emotions and Teacher Identity: a poststructural perspective. Teachers and Teaching: theory and practice, v. 9, n. 3, 2003, p. 213-238. Available at: <https://doi.org/10.1080/13540600309378>. Accessed: 08 May 2021./*ref*/ZEMBYLAS, M.; SCHUTZ, P. A. (Ed.) Methodological Advances in Research on Emotion and Education. Switzerland: Springer, 2016.Copyright (c) 2022 Karoline Zilah Santos Carneiro, Samuel de Carvalho Limahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-03-30T02:48:39Zoai:periodicos.letras.ufmg.br:article/18395Revistahttp://www.periodicos.letras.ufmg.br/index.php/rbla/indexPUBhttp://www.periodicos.letras.ufmg.br/index.php/rbla/oairblasecretaria@gmail.com||periodicosfaleufmg@gmail.com1984-63981676-0786opendoar:2022-03-30T02:48:39Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)false |
| dc.title.none.fl_str_mv |
Emotions in a Brazilian teacher's experience report on remote English teaching during the COVID-19 pandemic |
| title |
Emotions in a Brazilian teacher's experience report on remote English teaching during the COVID-19 pandemic |
| spellingShingle |
Emotions in a Brazilian teacher's experience report on remote English teaching during the COVID-19 pandemic Carneiro, Karoline Zilah Santos emotions; English language; remote teaching; discourse |
| title_short |
Emotions in a Brazilian teacher's experience report on remote English teaching during the COVID-19 pandemic |
| title_full |
Emotions in a Brazilian teacher's experience report on remote English teaching during the COVID-19 pandemic |
| title_fullStr |
Emotions in a Brazilian teacher's experience report on remote English teaching during the COVID-19 pandemic |
| title_full_unstemmed |
Emotions in a Brazilian teacher's experience report on remote English teaching during the COVID-19 pandemic |
| title_sort |
Emotions in a Brazilian teacher's experience report on remote English teaching during the COVID-19 pandemic |
| author |
Carneiro, Karoline Zilah Santos |
| author_facet |
Carneiro, Karoline Zilah Santos Lima, Samuel de Carvalho |
| author_role |
author |
| author2 |
Lima, Samuel de Carvalho |
| author2_role |
author |
| dc.contributor.none.fl_str_mv |
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) |
| dc.contributor.author.fl_str_mv |
Carneiro, Karoline Zilah Santos Lima, Samuel de Carvalho |
| dc.subject.por.fl_str_mv |
emotions; English language; remote teaching; discourse |
| topic |
emotions; English language; remote teaching; discourse |
| description |
Grounded on the dialogical perspective of language and the critical approach to the study of language teacher emotions, this paper aims to discuss the emotions of an English teacher in her remote teaching experience in the context of the COVID-19 pandemic. We present a case study based on the discourse analysis of the teacher's experience report during her participation in a roundtable discussion about English teaching in pandemic times. The online event took place in the first semester of 2020, during the University Week of a college located in the interior region of Ceará State, Brazil. Considering the concrete context and the broader contexts of discursive production, our analysis of the teacher’s utterance indicates the predominance of the emotional distress in power relations, especially, with academic, pedagogical, and legislative discourses. Notwithstanding, she reveals self-confidence in face of the demand for frequently using the computer and WhatsApp in remote language teaching. |
| publishDate |
2022 |
| dc.date.none.fl_str_mv |
2022-03-29 |
| dc.type.none.fl_str_mv |
|
| dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.uri.fl_str_mv |
http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18395 |
| url |
http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18395 |
| dc.language.iso.fl_str_mv |
eng |
| language |
eng |
| dc.relation.none.fl_str_mv |
http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18395/1125614445 http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/18395/3008 /*ref*/ALVES, W. M.; SILVA, F. V.; BESSA, J. C. R. Projeto interdisciplinar e desenvolvimento da aprendizagem na EJA em tempos de COVID-19: uma análise crítico-reflexiva. Signo, Santa Cruz do Sul, v. 46, n. 85, p. 180-192, jan./abr. 2021. Available at: <ttp://dx.doi.org/10.17058/signo.v46i85.15765>. Accessed: 16 May 2021. /*ref*/AMARAL; M. R. S.; SILVA; E. G.; GONÇALVES, J. B. G. The contributions of Applied Linguistics (AL) and Dialogical Discourse Analysis (DDA) to the reading of the text as a concrete utterance. Raído, v. 14, n. 36, 2020. p. 355-377. Available at: <https://doi.org/10.30612/raido.v14i36.11436>. Accessed: 20 Apr. 2021. /*ref*/ARAGÃO, R. C. Emoções e ações de professores ao falar inglês no WhatsApp. Rev. bras. linguist. apl., Belo Horizonte, v. 17, n. 1, p. 83-112, mar. 2017. Available at: <https://doi.org/10.1590/1984-6398201610396>. Accessed: 18 Apr. 2021. /*ref*/ARAGÃO, R. C.; BARCELOS, A. M. F. Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil. Chinese Journal of Applied Linguistics, v. 41, n. 4, 2018. p. 506-528. Available at: <https://doi.org/10.1515/cjal-2018-0036>. Accessed: 03 Mar. 2021. /*ref*/ARAGÃO, R. C.; PAIVA, V. L. M. O.; GOMES JÚNIOR, R. C. Emoções no desenvolvimento de habilidades orais com tecnologias digitais. Calidoscópio, v. 15, n. 3, p. 557-566, 2017. Available at: <https://doi.org/10.4013/cld.2017.153.14>. Accessed: 18 Apr. 2021. /*ref*/BAKHTIN, M. Os gêneros do discurso. Organization, translation, afterword and notes by Paulo Bezerra. São Paulo: Editora 34, 2016. /*ref*/BARCELOS, A. M. F.; RUOHOTIE-LYHTY, M. Teachers’ Emotions and Beliefs in Second Language Teaching: Implications for Teacher Education. In: AGUDO, J. D. M. (Ed.). Emotions in Second Language Teaching. Cham: Springer International Publishing, 2018. p. 109-124. /*ref*/BARCELOS, A. M. F. Unveiling the relationship between language learning beliefs, emotions, and identities. Studies in Second Language Learning and Teaching, v. 5, n. 2, 2015, p. 301-325. Available at: <https://doi.org/10.14746/ssllt.2015.5.2.6>. Accessed: 03 Mar. 2021. /*ref*/BENESCH, S. Emotions as agency: Feeling rules emotion labor, and English language teachers’ decision-making. System, 2018, p. 1-10. Available at: <https://doi.org/10.1016/j.system.2018.03.015>. Accessed: 11 Oct. 2020. /*ref*/BENESCH, S. Emotions and English language teaching: Exploring teacher’s emotion labor. Nova York: Routledge, 2017. /*ref*/BENESCH, S. Considering Emotions in Critical English Language Teaching: Theories and Praxis. Nova York: Routledge, 2012. /*ref*/BOTTURA, E. B. “Como é no seu país?”: Estudo autoetnográfico de uma prática pedagógica em Português Língua de Acolhimento para mulheres migrantes no Brasil: implicações para a formação de professores. Thesis (PhD in Linguistic). Universidade Federal de São Carlos. São Carlos, 2019. 247 p. /*ref*/BRAIT, B. Análise e teoria do discurso. In: BRAIT, B. (Org.). Bakhtin: Outros conceitos-chave. São Paulo: Contexto, 2006. p. 9-31. /*ref*/CEARÁ. Decreto nº 33.510, de 16 de março de 2020. Decreta situação de emergência em saúde e dispõe sobre medidas para enfrentamento e contenção da infecção humana pelo novo coronavírus. Diário Oficial do Estado, Ceará, série 3, ano XII, n. 53, caderno 1/4, 2020. Available at: <https://bit.ly/2HwC1b0>. Accessed: 23 Oct. 2020. /*ref*/GKONOU, C.; MILLER, E. R. An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital. TESOL Quarterly, v. 55, n. 1, 2021. p. 134-155. Available at: <https://doi.org/10.1002/tesq.580>. Accessed: 22 Feb. 2021. /*ref*/HOCHSCHILD, A. R. Emotion Work, Feeling Rules, and Social Structure. The American Journal of Sociology, v. 85, n. 3, p. 551-575, 1979. Available at: <http://www.jstor.org/stable/2778583>. Accessed: 15 Mar. 2021. /*ref*/MACINTYRE, P. D.; GREGERSEN, T.; MERCER, S. Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, v. 94, 2020, p. 1-13. Available at: <https://doi.org/10.1016/j.system.2020.102352>. Accessed: 24 Feb. 2021. /*ref*/MILLER, E. R.; GKONOU, C. Language Teacher Agency, Emotion Labor and Emotional Rewards in Tertiary-level English Language Programs. System. v. 79, 2018, p. 49-59. Available at: <https://doi.org/10.1016/j.system.2018.03.002>. Accessed: 22 Feb. 2021. /*ref*/NEWCOMB, M. The emotional labour of academia in the time of a pandemic: A feminist reflection. Qualitative Social Work. v. 20, n. 1-2), 2021, p. 639-644. Available at: <https://doi.org/10.1177/1473325020981089>. Accessed: 02 Mar. 2021. /*ref*/NIAS, J. Thinking about Feeling: the emotions in teaching. Cambridge Journal of Education, v. 26, n. 3, 1996. p. 293-306. Available at: <http://dx.doi.org/10.1080/0305764960260301>. Accessed: 24 Feb. 2021. /*ref*/OLIVEIRA, A. C. T. Emotions and Critical Language Teaching: A Political-Cultural Approach of an English Teacher’s Emotions Rev. Bras. Linguíst. Apl., v. 21, n. 1, 2021. p. 81-106. Available at: <http://dx.doi.org/10.1590/1984-6398202117125>. Accessed: 02 Mar. 2021. /*ref*/OLIVEIRA, F. A.; QUEIROZ, F. M.; DINIZ, M. I. Divisão sexual do trabalho entre homens e mulheres no contexto da pandemia da Covid 19. Revista Inter-Legere, v. 3, n. 28, 2020. p. 1-22. Available at: <https://doi.org/10.21680/1982-1662.2020v3n28ID21486>. Accessed: 08 Mar. 2021. /*ref*/PAES, F. C. O.; FREITAS, S. S. Trabalho docente em tempos de isolamento social: uma análise da percepção do uso das tecnologias digitais por professores da educação básica pública. Revista Linguagem em Foco, v.12, n.2, 2020. p. 129-149. Available at: <https://doi.org/10.46230/2674-8266-12-4050>. Accessed: 16 May 2021. /*ref*/PAVLENKO, A. The affective turn in SLA: from ‘affective factors’ to ‘language desire’ and ‘commodification of affect’. In: GABRYS-BARKER, D.; BIELSKA, J. (Eds.) The Affective Dimension in Second Language Acquisition. Multilingual Matters, 2013. p. 3-28. /*ref*/ROHLING, N. A pesquisa qualitativa e análise dialógica do discurso: caminhos possíveis. Cadernos de Linguagem e Sociedade, v. 15, n. 2, p. 44-60, 2014. Available at: <https://doi.org/10.26512/les.v15i2.7561>. Accessed: 03 Mar. 2021. /*ref*/SEDUC; APEOC. Diretrizes para o período de suspensão das atividades educacionais presenciais por conta da situação de contenção da infecção humana pelo novo coronavírus no âmbito dos estabelecimentos de ensino da rede estadual do Ceará. Fortaleza, 26 Mar. 2020. Available at: <https://bit.ly/2RqNhuL>. Accessed. 10 Apr. 2021. /*ref*/SEMANA DE LETRAS. O Ensino de Língua Inglesa em Tempos de Pandemia. YouTube, 17 jun. 2020. Available at: <https://youtu.be/0eMB9lry8lg>. Accessed: 09 Apr. 2021. /*ref*/SZUNDY, P. T. C.; MARTINS, P. S.; MOREIRÃO, D.D. P. The Circle of Bakhtin’s language philosophy and the transgressive Applied Linguistics: possible dialogues. Raído, v. 14, n. 36, 2020. p. 378-399. Available at: <https://doi.org/10.30612/raido.v14i36.13240>. Access: 20 Apr. 2021. /*ref*/UN WOMEN. Gênero e Covid-19 na América Latina e no Caribe: dimensões de gênero na resposta. March, 2020. Available at: <https://bit.ly/3mCL7Ui>. Accessed: 02 Mar. 2021. /*ref*/VOLÓCHINOV, V. N. Marxismo e Filosofia da Linguagem: Problemas fundamentais do método sociológico na ciência da linguagem. 2. ed. Translation, notes and glossary by Sheila Grillo and Ekaterina Vólkova Américo. São Paulo: Editora 34, 2018. /*ref*/VOLOŠINOV, V. N. Marxism and the Philosophy of Language. Translated by Ladislav Matejka and I. R. Titunik. Cambridge, Massachusetts: Harvard University Press, 1986. /*ref*/ZEMBYLAS, M. Teaching and teacher emotions: A post-structural perspective. In: DAY, C.; LEE, J. C. K. (Eds.). New understandings of teacher’s work: Professional learning and development in schools and higher education. Dordrecht: Springer, 2011. p. 31-43. /*ref*/ZEMBYLAS, M. Emotions and Teacher Identity: a poststructural perspective. Teachers and Teaching: theory and practice, v. 9, n. 3, 2003, p. 213-238. Available at: <https://doi.org/10.1080/13540600309378>. Accessed: 08 May 2021. /*ref*/ZEMBYLAS, M.; SCHUTZ, P. A. (Ed.) Methodological Advances in Research on Emotion and Education. Switzerland: Springer, 2016. |
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application/pdf |
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Faculdade de Letras - Universidade Federal de Minas Gerais |
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Faculdade de Letras - Universidade Federal de Minas Gerais |
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Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 68-93 Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 68-93 Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 68-93 1984-6398 1676-0786 reponame:Revista Brasileira de Lingüística Aplicada (Online) instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
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Universidade Federal de Minas Gerais (UFMG) |
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UFMG |
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UFMG |
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Revista Brasileira de Lingüística Aplicada (Online) |
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Revista Brasileira de Lingüística Aplicada (Online) |
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Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG) |
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rblasecretaria@gmail.com||periodicosfaleufmg@gmail.com |
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1788989874470125568 |