O agir docente remoto de uma professora de língua inglesa durante a pandemia de Covid-19: aspectos afetivos/emocionais

Abstract

The Covid-19 pandemic affected the educational system with the closure of school institutions and the implementation of remote learning (UNESCO, 2020). In this context, we aim to investigate affective/emotional aspects in the remote teaching actions of an English language teacher, during the Covid-19 pandemic. For this purpose, we sought theoretical support from works on affectivity and emotions (Casassus, 2009; Spinoza, 2014 [1677]), in studies on teaching work (Bronckart, 2012; Machado, 2007) and in research related to teaching in the context of the coronavirus pandemic. Covid-19 (Moreira; Rolim; Silva, 2023; Silva, 2022). The data was generated through an individual interview with an English language teacher who taught remote classes during the pandemic. Data analysis demonstrated that the teacher experienced affections/emotions that increased and decreased her power to act, such as: longing, suffering, anxiety, apprehension, intense joy, enthusiasm, tranquility and hope. These affections/emotions are representative of their process of learning new ways of teaching, mastering pedagogical technologies, virtual interactions with students and the hope of future in-person classes.