REFLECTIONS ON EXPLORATORY PRACTICE AND THE AFFECTIVE MIND: THE EXPLORATORY MEETING AS A NICHE TO THE CONSTRUCTION OF AFFECTIVE SCAFFOLDING IN PANDEMIC TIMES

Detalhes bibliográficos
Autor(a) principal: Bezerra, Isabel Cristina Rangel Moraes
Data de Publicação: 2022
Outros Autores: Silveira, Fernanda Vieira da Rocha
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/18419
Resumo: Exploratory Practice, (ALLWRIGHT, 1991, 2006, 2008), is a teaching-learning and research approach, which encourages practitioners to generate understandings on issues related to quality of life that puzzle them in their personal and professional settings. Considering the impact of the Covid19 in our quality of life as practitioners, we analyze the interaction generated during one meeting of regular members of two groups of exploratory practitioners that occured on May 27, 2020, on the virtual platform Zoom. Therefore, these Communities of Exploratory Practice interact in meetings as affective niches (STERELNY, 2010), following EP’s principle related to understanding life in the language classroom. Thus, this study focuses on the way the community members expressed their feelings as well as how and through what strategies support and affective scaffoldings were provided through discourse.
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spelling REFLECTIONS ON EXPLORATORY PRACTICE AND THE AFFECTIVE MIND: THE EXPLORATORY MEETING AS A NICHE TO THE CONSTRUCTION OF AFFECTIVE SCAFFOLDING IN PANDEMIC TIMESExploratory Practice; quality of life during the pandemic; affective mind; Niche construction; affective ScaffoldingExploratory Practice, (ALLWRIGHT, 1991, 2006, 2008), is a teaching-learning and research approach, which encourages practitioners to generate understandings on issues related to quality of life that puzzle them in their personal and professional settings. Considering the impact of the Covid19 in our quality of life as practitioners, we analyze the interaction generated during one meeting of regular members of two groups of exploratory practitioners that occured on May 27, 2020, on the virtual platform Zoom. Therefore, these Communities of Exploratory Practice interact in meetings as affective niches (STERELNY, 2010), following EP’s principle related to understanding life in the language classroom. Thus, this study focuses on the way the community members expressed their feelings as well as how and through what strategies support and affective scaffoldings were provided through discourse.Faculdade de Letras - Universidade Federal de Minas GeraisBezerra, Isabel Cristina Rangel MoraesSilveira, Fernanda Vieira da Rocha2022-03-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18419Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 211-240Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 211-240Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 211-2401984-63981676-0786reponame: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/18419/1125614443http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/18419/3011/*ref*/ALLWRIGHT, D. Exploratory teaching, professional development, and the role of a teachers association. Approach (Newsletter of the Cuban National Institute of Tourism - INTUR) v.III, n. 2, p. 9-21, 1991 . ALLWRIGHT, D. Six promising directions in Applied Linguistics. In GIEVE, S.; MILLER, I.K. (eds.) Understanding the language classroom. Hampshire: Palgrave MacMillan, 2006. p. 11-17. ALLWRIGHT, D. Prioritising the human quality of life in the language classroom: is it asking too much of beginning teachers? In: GIL, G.; VIEIRA-ABRAHÃO M.H. (Orgs.) Educação de Professores de Línguas - os desafios do formador. Campinas, SP: Pontes Editores, 2008.p. 127-144 ARNOLD, J.: The whole story: Holistic language teaching. Resource, v.V,n. I, p. 8-12. 1999 ARNOLD, J.; BROWN, D.H. H. A map of the terrain. In: ARNOLD, J (Ed.). Affect in Language Learning Cambridge: Cambridge University Press, 1999.p. 1-24. CLARK, A. Being there: putting brain, body, and world together again. Cambridge, MA: MIT Press. 1997. 240p. CLARK, A. Language, embodiment, and the cognitive niche. Trends in Cognitive Sciences, v.10, n.8, p. 370–374, 2006. COLMAN, F. J. Affect. In: PARR, A. (Ed.). The Deleuze dictionary. Edinburgh, U.K.: Edinburgh University Press, 2010. p. 11–13. COLOMBETTI, G. Enactive affectivity, extended. Topoi, v. 36, n. 3, p. 445–455, 2017 COLOMBETTI, G.; KRUEGER, J. Scaffoldings of the affective mind. Philosophical Psychology, v.28, n.8, p. 1157–1176, 2015. DAMASIO, A. R. Self comes to mind: Constructing the conscious brain. New York: Pantheon, 2010. 398 p. DELEUZE, G.; GUATTARI, F. What is philosophy? New York: Columbia University Press, 1994. 272 p. ECKERT, P.; MCCONNELL-GINET, S. Communities of practice: where language, gender, and power all live. In: HALL, K.; BUCHOLTZ, M.; MOONWOMON, B. (Eds.) Locating Power, Proceedings of the 1992 Berkeley Women and Language Conference. Berkeley: Berkeley Women and Language Group, v.1, 1992.p. 89-99. FREIRE, P. Pedagogia da Autonomia. Rio de Janeiro: Paz e Terra, 1999. 144 p. GEORGAKOPOULOU, A. Narrative. In: VERSCHUEREN, J.; ÖSTMAN; BLOMMAERT, J.; BULCAEN (Eds.) Handbook of Pragmatics. Amsterdam, Philadelphia: John Benjamins Publ. Co., 1997. p. 1-19 GOLOMBEK. P.; DORAN, M. Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 2014. p. 102-111. GRIFFITHS, P. E.; SCARANTINO, A. Emotions in the wild. In P. Robbins & M. Aydede (Eds.). The Cambridge handbook of situated cognition. Cambridge: Cambridge University Press, 2009. p. 437-453 KENNEDY, B. M. Deleuze and cinema: the aesthetics of sensation. Edinburgh, U.K.: Edinburgh University Press, 2000. 240 p. KUMARAVADIVELU, B. Beyond Methods. New Haven: Yale University Press, 2003. 352 p. LAVE, J; WENGER, E. Situated learning - Legitimate peripheral participation. Cambridge: Cambridge University Press, [1991]2008. 139 p. LINDE, C. Memory in narrative. In: ILIE, C.; SANDEL, T. (Eds.) The International Encyclopedia of Language and Social Interaction, Wiley & Sons, 2015. p. 02-09 MASSUMI, B. Parables for the virtual: Movement, affect, sensation. Durham, NC: Duke University Press, 2002. 336 p. MILLER, I. K. de. A Prática Exploratória na educação continuada de professores de línguas: inserções acadêmicas e teorizações híbridas. In: SILVA, K. A. da.; DANIEL, F. de G.; KANEKO-MARQUES, S. M.; SALOMÃO, A. C. B. (Orgs.) A Formação de Professores de Línguas: Novos olhares, vol.2, Campinas, SP: Pontes Editores, 2012.p. 319- 341 MILLER, I. K. de. Formação de professores de línguas: da eficiência à reflexão crítica e ética. In: MOITA LOPES, L. P. da. (Org.) Linguística Aplicada na modernidade recente. São Paulo: Parábola, 2013, p.99-121. OCHS, E. Culture and Language Development. Cambridge: CUP, 1988. (PÁGINAS) ODLING-SMEE, F. J., LALAND, K. N.; FELDMAN, M. W. Niche Construction: The Neglected Process in Evolution. Princeton, NJ: Princeton University Press, 2003. 468p. OTT, B.L. Affect. In: Oxford Research Encyclopedia of Communication. Oxford University Press. 2017. p. 1-26 PEA, R.D. The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity. The Journal of the Learning Sciences, v. 13, n.3, p. 423- 451, 2004. RODRIGUES, R.L.A. A Prática Exploratória na formação do professor de língua inglesa: reflexão e ética no fazer pedagógico. 2014. 146 f. Tese (Doutorado em letras) - Faculdade de Letras, Pontifícia Universidade Católica do Rio de Janeiro, Rio de Janeiro. SAARINEN, J.A. What can the concept of affective scaffolding do for us? Philosophical Psychology, v. 33, n.06, p. 820-839, 2020. https://doi.org/10.1080/09515089.2020.1761542 SANTOS, R. F. S. Unindo forças: reflexões sobre a questão racial na construção identitária no processo de formação docente. 2018. Dissertação (Mestrado em Letras) - Programa de Pós-Graduação em Letras e Linguística. Faculdade de Formação de Professores-Universidade do Estado do Rio de Janeiro, São Gonçalo. STERELNY, K. Minds: Extended or scaffolded? Phenomenology and the Cognitive Sciences, v.9, n.4, p. 465–481, 2010. SUTTON, J. (2016). Scaffolding memory: themes, taxonomies, puzzles. In STONE, C.; BIETTI, L. (Eds.), Contextualizing human memory: an interdisciplinary approach to understanding how individuals and groups remember the past. New York: Routledge, 2016. p.187-205. THRIFT, N. Non-representational theory: Space, politics, affect. New York: Routledge. 2008. 338 p. TOMKINS, S. S. Affect theory. In: EKMAN, P.; FRIESEN, W. V.; ELLSWORTH, P. (Eds.), Emotion in the human face. Cambridge, U.K.: Cambridge University Press, 1982. p. 353–395. VIANA, T, da S. Comunidade de Prática Exploratória como instrumento de reflexões sobre práticas e processos formativos de docentes de língua inglesa: um encontro multicultural. 2021. Dissertação (Mestrado em Letras) - Programa de Pós-Graduação em Letras e Linguística. Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro, São Gonçalo. VYGOTSKY, L. S. Mind in society: The development of higher mental processes. Cambridge, Harvard University Press, 1978. 159 p. WENGER, E. Communities of Practice - Learning, Meaning, and Identity. Cambridge: Cambridge University Press, [1998]2008. 316 p. WOOD, D., BRUNET; J.; ROSS, G. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry and Allied Disciplines, v. 17, p. 89-100, 1976.Copyright (c) 2022 Fernanda Vieira da Rocha Silveirahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-03-30T02:48:39Zoai:periodicos.letras.ufmg.br:article/18419Revistahttp://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 REFLECTIONS ON EXPLORATORY PRACTICE AND THE AFFECTIVE MIND: THE EXPLORATORY MEETING AS A NICHE TO THE CONSTRUCTION OF AFFECTIVE SCAFFOLDING IN PANDEMIC TIMES
title REFLECTIONS ON EXPLORATORY PRACTICE AND THE AFFECTIVE MIND: THE EXPLORATORY MEETING AS A NICHE TO THE CONSTRUCTION OF AFFECTIVE SCAFFOLDING IN PANDEMIC TIMES
spellingShingle REFLECTIONS ON EXPLORATORY PRACTICE AND THE AFFECTIVE MIND: THE EXPLORATORY MEETING AS A NICHE TO THE CONSTRUCTION OF AFFECTIVE SCAFFOLDING IN PANDEMIC TIMES
Bezerra, Isabel Cristina Rangel Moraes
Exploratory Practice; quality of life during the pandemic; affective mind; Niche construction; affective Scaffolding
title_short REFLECTIONS ON EXPLORATORY PRACTICE AND THE AFFECTIVE MIND: THE EXPLORATORY MEETING AS A NICHE TO THE CONSTRUCTION OF AFFECTIVE SCAFFOLDING IN PANDEMIC TIMES
title_full REFLECTIONS ON EXPLORATORY PRACTICE AND THE AFFECTIVE MIND: THE EXPLORATORY MEETING AS A NICHE TO THE CONSTRUCTION OF AFFECTIVE SCAFFOLDING IN PANDEMIC TIMES
title_fullStr REFLECTIONS ON EXPLORATORY PRACTICE AND THE AFFECTIVE MIND: THE EXPLORATORY MEETING AS A NICHE TO THE CONSTRUCTION OF AFFECTIVE SCAFFOLDING IN PANDEMIC TIMES
title_full_unstemmed REFLECTIONS ON EXPLORATORY PRACTICE AND THE AFFECTIVE MIND: THE EXPLORATORY MEETING AS A NICHE TO THE CONSTRUCTION OF AFFECTIVE SCAFFOLDING IN PANDEMIC TIMES
title_sort REFLECTIONS ON EXPLORATORY PRACTICE AND THE AFFECTIVE MIND: THE EXPLORATORY MEETING AS A NICHE TO THE CONSTRUCTION OF AFFECTIVE SCAFFOLDING IN PANDEMIC TIMES
author Bezerra, Isabel Cristina Rangel Moraes
author_facet Bezerra, Isabel Cristina Rangel Moraes
Silveira, Fernanda Vieira da Rocha
author_role author
author2 Silveira, Fernanda Vieira da Rocha
author2_role author
dc.contributor.none.fl_str_mv
dc.contributor.author.fl_str_mv Bezerra, Isabel Cristina Rangel Moraes
Silveira, Fernanda Vieira da Rocha
dc.subject.por.fl_str_mv Exploratory Practice; quality of life during the pandemic; affective mind; Niche construction; affective Scaffolding
topic Exploratory Practice; quality of life during the pandemic; affective mind; Niche construction; affective Scaffolding
description Exploratory Practice, (ALLWRIGHT, 1991, 2006, 2008), is a teaching-learning and research approach, which encourages practitioners to generate understandings on issues related to quality of life that puzzle them in their personal and professional settings. Considering the impact of the Covid19 in our quality of life as practitioners, we analyze the interaction generated during one meeting of regular members of two groups of exploratory practitioners that occured on May 27, 2020, on the virtual platform Zoom. Therefore, these Communities of Exploratory Practice interact in meetings as affective niches (STERELNY, 2010), following EP’s principle related to understanding life in the language classroom. Thus, this study focuses on the way the community members expressed their feelings as well as how and through what strategies support and affective scaffoldings were provided through discourse.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-29
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dc.identifier.uri.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18419
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/*ref*/ALLWRIGHT, D. Exploratory teaching, professional development, and the role of a teachers association. Approach (Newsletter of the Cuban National Institute of Tourism - INTUR) v.III, n. 2, p. 9-21, 1991 . ALLWRIGHT, D. Six promising directions in Applied Linguistics. In GIEVE, S.; MILLER, I.K. (eds.) Understanding the language classroom. Hampshire: Palgrave MacMillan, 2006. p. 11-17. ALLWRIGHT, D. Prioritising the human quality of life in the language classroom: is it asking too much of beginning teachers? In: GIL, G.; VIEIRA-ABRAHÃO M.H. (Orgs.) Educação de Professores de Línguas - os desafios do formador. Campinas, SP: Pontes Editores, 2008.p. 127-144 ARNOLD, J.: The whole story: Holistic language teaching. Resource, v.V,n. I, p. 8-12. 1999 ARNOLD, J.; BROWN, D.H. H. A map of the terrain. In: ARNOLD, J (Ed.). Affect in Language Learning Cambridge: Cambridge University Press, 1999.p. 1-24. CLARK, A. Being there: putting brain, body, and world together again. Cambridge, MA: MIT Press. 1997. 240p. CLARK, A. Language, embodiment, and the cognitive niche. Trends in Cognitive Sciences, v.10, n.8, p. 370–374, 2006. COLMAN, F. J. Affect. In: PARR, A. (Ed.). The Deleuze dictionary. Edinburgh, U.K.: Edinburgh University Press, 2010. p. 11–13. COLOMBETTI, G. Enactive affectivity, extended. Topoi, v. 36, n. 3, p. 445–455, 2017 COLOMBETTI, G.; KRUEGER, J. Scaffoldings of the affective mind. Philosophical Psychology, v.28, n.8, p. 1157–1176, 2015. DAMASIO, A. R. Self comes to mind: Constructing the conscious brain. New York: Pantheon, 2010. 398 p. DELEUZE, G.; GUATTARI, F. What is philosophy? New York: Columbia University Press, 1994. 272 p. ECKERT, P.; MCCONNELL-GINET, S. Communities of practice: where language, gender, and power all live. In: HALL, K.; BUCHOLTZ, M.; MOONWOMON, B. (Eds.) Locating Power, Proceedings of the 1992 Berkeley Women and Language Conference. Berkeley: Berkeley Women and Language Group, v.1, 1992.p. 89-99. FREIRE, P. Pedagogia da Autonomia. Rio de Janeiro: Paz e Terra, 1999. 144 p. GEORGAKOPOULOU, A. Narrative. In: VERSCHUEREN, J.; ÖSTMAN; BLOMMAERT, J.; BULCAEN (Eds.) Handbook of Pragmatics. Amsterdam, Philadelphia: John Benjamins Publ. Co., 1997. p. 1-19 GOLOMBEK. P.; DORAN, M. Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 2014. p. 102-111. GRIFFITHS, P. E.; SCARANTINO, A. Emotions in the wild. In P. Robbins & M. Aydede (Eds.). The Cambridge handbook of situated cognition. Cambridge: Cambridge University Press, 2009. p. 437-453 KENNEDY, B. M. Deleuze and cinema: the aesthetics of sensation. Edinburgh, U.K.: Edinburgh University Press, 2000. 240 p. KUMARAVADIVELU, B. Beyond Methods. New Haven: Yale University Press, 2003. 352 p. LAVE, J; WENGER, E. Situated learning - Legitimate peripheral participation. Cambridge: Cambridge University Press, [1991]2008. 139 p. LINDE, C. Memory in narrative. In: ILIE, C.; SANDEL, T. (Eds.) The International Encyclopedia of Language and Social Interaction, Wiley & Sons, 2015. p. 02-09 MASSUMI, B. Parables for the virtual: Movement, affect, sensation. Durham, NC: Duke University Press, 2002. 336 p. MILLER, I. K. de. A Prática Exploratória na educação continuada de professores de línguas: inserções acadêmicas e teorizações híbridas. In: SILVA, K. A. da.; DANIEL, F. de G.; KANEKO-MARQUES, S. M.; SALOMÃO, A. C. B. (Orgs.) A Formação de Professores de Línguas: Novos olhares, vol.2, Campinas, SP: Pontes Editores, 2012.p. 319- 341 MILLER, I. K. de. Formação de professores de línguas: da eficiência à reflexão crítica e ética. In: MOITA LOPES, L. P. da. (Org.) Linguística Aplicada na modernidade recente. São Paulo: Parábola, 2013, p.99-121. OCHS, E. Culture and Language Development. Cambridge: CUP, 1988. (PÁGINAS) ODLING-SMEE, F. J., LALAND, K. N.; FELDMAN, M. W. Niche Construction: The Neglected Process in Evolution. Princeton, NJ: Princeton University Press, 2003. 468p. OTT, B.L. Affect. In: Oxford Research Encyclopedia of Communication. Oxford University Press. 2017. p. 1-26 PEA, R.D. The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity. The Journal of the Learning Sciences, v. 13, n.3, p. 423- 451, 2004. RODRIGUES, R.L.A. A Prática Exploratória na formação do professor de língua inglesa: reflexão e ética no fazer pedagógico. 2014. 146 f. Tese (Doutorado em letras) - Faculdade de Letras, Pontifícia Universidade Católica do Rio de Janeiro, Rio de Janeiro. SAARINEN, J.A. What can the concept of affective scaffolding do for us? Philosophical Psychology, v. 33, n.06, p. 820-839, 2020. https://doi.org/10.1080/09515089.2020.1761542 SANTOS, R. F. S. Unindo forças: reflexões sobre a questão racial na construção identitária no processo de formação docente. 2018. Dissertação (Mestrado em Letras) - Programa de Pós-Graduação em Letras e Linguística. Faculdade de Formação de Professores-Universidade do Estado do Rio de Janeiro, São Gonçalo. STERELNY, K. Minds: Extended or scaffolded? Phenomenology and the Cognitive Sciences, v.9, n.4, p. 465–481, 2010. SUTTON, J. (2016). Scaffolding memory: themes, taxonomies, puzzles. In STONE, C.; BIETTI, L. (Eds.), Contextualizing human memory: an interdisciplinary approach to understanding how individuals and groups remember the past. New York: Routledge, 2016. p.187-205. THRIFT, N. Non-representational theory: Space, politics, affect. New York: Routledge. 2008. 338 p. TOMKINS, S. S. Affect theory. In: EKMAN, P.; FRIESEN, W. V.; ELLSWORTH, P. (Eds.), Emotion in the human face. Cambridge, U.K.: Cambridge University Press, 1982. p. 353–395. VIANA, T, da S. Comunidade de Prática Exploratória como instrumento de reflexões sobre práticas e processos formativos de docentes de língua inglesa: um encontro multicultural. 2021. Dissertação (Mestrado em Letras) - Programa de Pós-Graduação em Letras e Linguística. Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro, São Gonçalo. VYGOTSKY, L. S. Mind in society: The development of higher mental processes. Cambridge, Harvard University Press, 1978. 159 p. WENGER, E. Communities of Practice - Learning, Meaning, and Identity. Cambridge: Cambridge University Press, [1998]2008. 316 p. WOOD, D., BRUNET; J.; ROSS, G. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry and Allied Disciplines, v. 17, p. 89-100, 1976.
dc.rights.driver.fl_str_mv Copyright (c) 2022 Fernanda Vieira da Rocha Silveira
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Fernanda Vieira da Rocha Silveira
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 211-240
Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 211-240
Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 211-240
1984-6398
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