Formação docente e afetividade: uma relação atravessada pelo ensino remoto

Abstract

Due to coronavirus pandemics (SARS-Cov-2), remote teacher education has become necessary, resulting in changes and challenges to teachers and students. They have been affected by distance and adversities from the pandemic and needed to build the teaching-learning process by electronic displays. In this context, we aim to investigate the role of the affections in remote teacher education, from the analysis of re-readings of two undergraduate students’ experiences in the Letras course at Federal University of Alagoas. For this purpose, our investigation is situated in the field of Applied Linguistics (MOITA LOPES, 2006; MILLER, 2013), based on researches about Emotional Literacy (BARCELOS, 2015), affections and emotions (SPINOZA (2009); (CLOT, 2017; SMOLKA, 2016), as well as considering theoretical and methodological contributions from the Sociodiscursive Interactionism (BRONCKART, 1999). This study is a qualitative interpretative investigation (FLICK, 2009) and the data generation was carried out through two individual interviews and a group conversation with two English undergraduate students of the Letras course. The data analysis showed that the collaborators affected and were affected in different ways and experienced affections/emotions that increased and decreased their formative action, such as: happiness, overcoming, innovations, miss feeling, gratitude, empathy, reception, sadness, mental fatigue, fear, embarrassment and loss for the victms of the pandemic. These affections and emotions had as effects: overcoming difficulties, improve communication and relationship between student and teachers, dropping out of subject and the loss and friction in communication with professors.