Innovate, renovate, or transform? A critical and reflective look at english teaching in a brazilian public school amid covid-19 pandemic: a sociocultural and appraisal of emotions perspective
Autor(a) principal: | |
---|---|
Data de Publicação: | 2024 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista do GEL |
Texto Completo: | https://revistas.gel.org.br/rg/article/view/3526 |
Resumo: | This study aimed to conduct a critical-reflexive analysis of discourse within English Language Teaching through the lens of Emotion-based Assessment Processes, focusing on an English teacher’s understanding of the terms innovation, renewal, and transformation inherent in the teaching and learning process, during the pandemic context of COVID-19 in Brazil. The research instruments used consisted of two online questionnaires with open-ended questions. This study was conducted from a sociocultural perspective, exploring the interactions between emotions and cognition, as described by Vygotsky (2001, 2010), Damásio (2004), Scherer (2005), Johnson (2009), and Pavlenko (2013). We adopted a qualitative ethnographic methodology within the frameworks of Transdisciplinary and Interdisciplinary Applied Linguistics, wherein we emphasize the construction of knowledge within a decolonial episteme concerning hegemonic power, as well as valuing the voices of the Global South with their cultural, economic, and social diversities. The research unveiled how emotions influence a teacher’s decision-making process. Furthermore, it underscored the importance of teachers incorporating innovation, transformation, and renewal into their teaching practices. This adaptability is crucial for addressing challenges imposed by external factors such as the pandemic or internal factors like resource limitations, enabling teachers to anticipate solutions for future problems. |
id |
GEL-1_88f61e7b83895c678ee809c6a41330ca |
---|---|
oai_identifier_str |
oai:ojs.emnuvens.com.br:article/3526 |
network_acronym_str |
GEL-1 |
network_name_str |
Revista do GEL |
repository_id_str |
|
spelling |
Innovate, renovate, or transform? A critical and reflective look at english teaching in a brazilian public school amid covid-19 pandemic: a sociocultural and appraisal of emotions perspectiveTeacher’s praxis. Emotions. Identities. English teaching. Applied linguisticsThis study aimed to conduct a critical-reflexive analysis of discourse within English Language Teaching through the lens of Emotion-based Assessment Processes, focusing on an English teacher’s understanding of the terms innovation, renewal, and transformation inherent in the teaching and learning process, during the pandemic context of COVID-19 in Brazil. The research instruments used consisted of two online questionnaires with open-ended questions. This study was conducted from a sociocultural perspective, exploring the interactions between emotions and cognition, as described by Vygotsky (2001, 2010), Damásio (2004), Scherer (2005), Johnson (2009), and Pavlenko (2013). We adopted a qualitative ethnographic methodology within the frameworks of Transdisciplinary and Interdisciplinary Applied Linguistics, wherein we emphasize the construction of knowledge within a decolonial episteme concerning hegemonic power, as well as valuing the voices of the Global South with their cultural, economic, and social diversities. The research unveiled how emotions influence a teacher’s decision-making process. Furthermore, it underscored the importance of teachers incorporating innovation, transformation, and renewal into their teaching practices. This adaptability is crucial for addressing challenges imposed by external factors such as the pandemic or internal factors like resource limitations, enabling teachers to anticipate solutions for future problems.Este trabalho tem como objetivo fazer uma análise crítico-reflexiva de um discurso do Ensino de Língua Inglesa por meio dos Processos de Avaliação na Emoção. Os instrumentos utilizados foram dois questionários com perguntas abertas e uma autobiografia online realizada em 2021 e 2022. Este estudo será realizado através de uma perspectiva sociocultural, emoções e cognição explicada por autores como Vygotsky (2001; 2010), Damásio (2004), Scherer (2005), Johnson (2009), Pavlenko (2013), entre outros, que prioriza a interação como mecanismo fundamental para o desenvolvimento social e cognitivo dos indivíduos. A metodologia será qualitativa de cunho etnográfico, dentro dos construtos da Linguística Aplicada Trans-Inter e Indisciplinar, na qual enfatizamos a construção do conhecimento em uma episteme descolonial sobre o poder hegemônico, bem como valorizar e dar voz ao Sul e seus diversidade cultural, econômica e social. A adoção da Teoria Sociocultural ajuda a desenvolver a práxis dos professores mais contemporâneos e tem nos instigado, de forma mais específica, a compreender questões que incluem a influência das emoções no processo de ensino e aprendizagem de uma língua estrangeira e o processo de construção das identidades profissionais dos professores de línguas.Revista do Gel2024-04-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.gel.org.br/rg/article/view/352610.21165/gel.v20i2.3526Revista do GEL; v. 20 n. 2 (2023): Revista do GEL; 99-1231984-591X1806-4906reponame:Revista do GELinstname:Grupo de estudos linguísticos (GEL)instacron:GELporhttps://revistas.gel.org.br/rg/article/view/3526/2232Copyright (c) 2024 Revista do GELhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessBarbosa, Selma Maria Abdalla DiasBedran, Patrícia Fabiana Maia, Regina Sousa Marcano, Mery Carolina Andrades2024-04-05T19:08:00Zoai:ojs.emnuvens.com.br:article/3526Revistahttps://revistas.gel.org.br/rgONGhttps://revistas.gel.org.br/rg/oai||revistadogel@gmail.com1984-591X1806-4906opendoar:2024-04-05T19:08Revista do GEL - Grupo de estudos linguísticos (GEL)false |
dc.title.none.fl_str_mv |
Innovate, renovate, or transform? A critical and reflective look at english teaching in a brazilian public school amid covid-19 pandemic: a sociocultural and appraisal of emotions perspective |
title |
Innovate, renovate, or transform? A critical and reflective look at english teaching in a brazilian public school amid covid-19 pandemic: a sociocultural and appraisal of emotions perspective |
spellingShingle |
Innovate, renovate, or transform? A critical and reflective look at english teaching in a brazilian public school amid covid-19 pandemic: a sociocultural and appraisal of emotions perspective Barbosa, Selma Maria Abdalla Dias Teacher’s praxis. Emotions. Identities. English teaching. Applied linguistics |
title_short |
Innovate, renovate, or transform? A critical and reflective look at english teaching in a brazilian public school amid covid-19 pandemic: a sociocultural and appraisal of emotions perspective |
title_full |
Innovate, renovate, or transform? A critical and reflective look at english teaching in a brazilian public school amid covid-19 pandemic: a sociocultural and appraisal of emotions perspective |
title_fullStr |
Innovate, renovate, or transform? A critical and reflective look at english teaching in a brazilian public school amid covid-19 pandemic: a sociocultural and appraisal of emotions perspective |
title_full_unstemmed |
Innovate, renovate, or transform? A critical and reflective look at english teaching in a brazilian public school amid covid-19 pandemic: a sociocultural and appraisal of emotions perspective |
title_sort |
Innovate, renovate, or transform? A critical and reflective look at english teaching in a brazilian public school amid covid-19 pandemic: a sociocultural and appraisal of emotions perspective |
author |
Barbosa, Selma Maria Abdalla Dias |
author_facet |
Barbosa, Selma Maria Abdalla Dias Bedran, Patrícia Fabiana Maia, Regina Sousa Marcano, Mery Carolina Andrades |
author_role |
author |
author2 |
Bedran, Patrícia Fabiana Maia, Regina Sousa Marcano, Mery Carolina Andrades |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Barbosa, Selma Maria Abdalla Dias Bedran, Patrícia Fabiana Maia, Regina Sousa Marcano, Mery Carolina Andrades |
dc.subject.por.fl_str_mv |
Teacher’s praxis. Emotions. Identities. English teaching. Applied linguistics |
topic |
Teacher’s praxis. Emotions. Identities. English teaching. Applied linguistics |
description |
This study aimed to conduct a critical-reflexive analysis of discourse within English Language Teaching through the lens of Emotion-based Assessment Processes, focusing on an English teacher’s understanding of the terms innovation, renewal, and transformation inherent in the teaching and learning process, during the pandemic context of COVID-19 in Brazil. The research instruments used consisted of two online questionnaires with open-ended questions. This study was conducted from a sociocultural perspective, exploring the interactions between emotions and cognition, as described by Vygotsky (2001, 2010), Damásio (2004), Scherer (2005), Johnson (2009), and Pavlenko (2013). We adopted a qualitative ethnographic methodology within the frameworks of Transdisciplinary and Interdisciplinary Applied Linguistics, wherein we emphasize the construction of knowledge within a decolonial episteme concerning hegemonic power, as well as valuing the voices of the Global South with their cultural, economic, and social diversities. The research unveiled how emotions influence a teacher’s decision-making process. Furthermore, it underscored the importance of teachers incorporating innovation, transformation, and renewal into their teaching practices. This adaptability is crucial for addressing challenges imposed by external factors such as the pandemic or internal factors like resource limitations, enabling teachers to anticipate solutions for future problems. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-04-05 |
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 |
https://revistas.gel.org.br/rg/article/view/3526 10.21165/gel.v20i2.3526 |
url |
https://revistas.gel.org.br/rg/article/view/3526 |
identifier_str_mv |
10.21165/gel.v20i2.3526 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.gel.org.br/rg/article/view/3526/2232 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2024 Revista do GEL https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 Revista do GEL https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Revista do Gel |
publisher.none.fl_str_mv |
Revista do Gel |
dc.source.none.fl_str_mv |
Revista do GEL; v. 20 n. 2 (2023): Revista do GEL; 99-123 1984-591X 1806-4906 reponame:Revista do GEL instname:Grupo de estudos linguísticos (GEL) instacron:GEL |
instname_str |
Grupo de estudos linguísticos (GEL) |
instacron_str |
GEL |
institution |
GEL |
reponame_str |
Revista do GEL |
collection |
Revista do GEL |
repository.name.fl_str_mv |
Revista do GEL - Grupo de estudos linguísticos (GEL) |
repository.mail.fl_str_mv |
||revistadogel@gmail.com |
_version_ |
1798948113213292544 |