Emoções ressoantes no discurso de uma professora de língua inglesa da rede pública: uma escuta etnográfica

Abstract

This research aimed to investigate the way emotions are present in the process of English teaching and learning. Considering emotions as socially constructed and embedded in the classroom (ZEMBYLAS, 2002), this study sought to identify and analyze the emotions that emerge and circulate in the saying/doing of the English language classroom, aiming a greater understanding of how emotional aspects affect and influence the relationship among teacher, students and teaching object. This qualitative work is based on the investigative assumptions of classroom ethnography. Therefore, there was the immersion of the researcher in the investigated context, once a week watching the classes of an English language teacher who works at a public state school, in a small town of Minas Gerais. For data generation, we used three semi-structured interviews with the participating teacher, weekly class observations, class recordings and observation notes of the researcher. The data analysis was interpretative and based on the theoretical principles and procedures of Franco-Brazilian Discourse Analysis, derived from Michel Pêcheux's studies, which aligns the concepts of language, discourse and ideology. Thus, we employed the following analytical categories: enunciative heterogeneities (AUTHIER-REVUZ, 1990, 2004), discursive resonances (SERRANI, 2005; REIS, 2007) and the concepts of Intradiscourse and Interdiscourse (PÊCHEUX, 1997a). Thus, from the linguistic materiality, we also seek to analyze the unsaid (ORLANDI, 2015). The gestures of corpus interpretation pointed to a direct relationship between the teacher's representations and her emotions and actions in the classroom. In addition, the teacher's (re)positioning movements in relation to her practice generated positive emotions and reactions in the students. Thus, we believe that turning our eyes to the affective-emotional element of the classroom and to the emotions that emerge and circulate in this context can be extremely significant and beneficial to the English language teaching and learning process, as it cannot be dissociated from the process of being and feeling.