Affectivity and agency in English teaching for Youth and Adult Education
This research addresses some relationships between affectivity and the agency of English language teachers, in the context of Youth and Adult Education. The literature review includes studies on affectivity from the perspective of Paulo Freire and on the articulation between agency and emotions. The...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Revista Brasileira de Lingüística Aplicada (Online) |
| Idioma: | inglés |
| OAI Identifier: | oai:periodicos.letras.ufmg.br:article/18360 |
| Acceso en línea: | http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18360 |
| Access Level: | acceso abierto |
| Palabra clave: | Affectivity; teacher agency; Paulo Freire; Youth and Adult Education |
| Sumario: | This research addresses some relationships between affectivity and the agency of English language teachers, in the context of Youth and Adult Education. The literature review includes studies on affectivity from the perspective of Paulo Freire and on the articulation between agency and emotions. The research is a collective case study, whose context is based on two municipal public schools, located on the outskirts of São Bernardo do Campo city (São Paulo, Brazil). Two English language teachers take part in the study, teachers who work in two junior high schools. The investigation revealed three main findings: (1) affectivity eases the teaching-learning process of English language; (2) teaching agency is influenced by conflicting emotions; and (3) there are differences between affectivity in the agency and affectivity as agency. |
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