“Somos a resistência”: emoções de professoras/es (de inglês) de escolas públicas
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Data
2020-02-20
Autores
Massini, Thalita Cunha Rezende
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Universidade Federal do Espírito Santo
Resumo
This study argues for a discussion on emotions of public school (English) teachers and the problematization of dominant narratives that try to teach us and impose which emotions we should feel, express or repress. In this sense, we question emotions and their historical, contextual, social, cultural and political relations arguing for the possibility of subverting oppressive hegemonic discourses through this debate, since emotions are presented here as a site of political and social resistance. The debates proposed here were based mainly on postmodern and poststructural studies in the areas of applied linguistics, philosophy, education and anthropology. Our main aim was understanding the relationships between emotions, social, cultural constructions and power relations. The data discussed throughout the text were generated in "Teacher education course with Public School English Teachers” offered at the Federal University of Espírito Santo. This course originated from the desire of English teachers who worked at state and municipal schools in Grande Vitória (ES, Brazil) to discuss questions about the conditions of English teachers in public elementary schools, language and education policies, and contextual issues related to teaching and learning English in public schools. The interactions presented and interpreted were established through a critical-collaborative action research in which, as a researcher and public school English teacher, I took part as a participant observer. The debate carried out in this study was based on the interpretation of participants' discourses which indicate that the construction and expression of emotions of English teachers are related to individual, but mainly to collective, social, cultural and ideological constructions in our colonial and patriarchal society. The first part of the text deals with the introduction to the study with a presentation of the main epistemological bases and the methodology. Chapter I presents theoretical discussions about different concepts of emotions in the fields of philosophy, anthropology, education and applied linguistics. Chapter II debates love and other teaching oppressive emotions and its relations with the teaching feminization process in Brazil, as well as its consequences in contemporary times. Chapter III discusses emotions of anguish and frustration and issues of invisibilization and inferiority that, more specifically, affect public school English teachers. The last chapter debates emotions of resistance in teaching in micro and macro political contexts, language education and teacher education. Lastly, the final considerations deal with (self) reflections about the construction of the study and the power of discussing emotions for the struggle against oppression and transformations in teaching
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Emoções , Professores de inglês de escolas públicas , Formação docente , Resistência , Emotions , Public school English teachers , Teacher education , Resistance