Banca de QUALIFICAÇÃO: MARLON BEZERRA OLIVEIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARLON BEZERRA OLIVEIRA
DATA : 30/09/2025
HORA: 13:30
LOCAL: Google Meet
TÍTULO:

Portuguese language teachers’ narratives: Emotions in teaching experiences in Rural Education

PALAVRAS-CHAVES:

Teachers’ emotions; Biology of Cognition; Portuguese Language Teaching; Narrative research; Rural Education.

PÁGINAS: 133
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
RESUMO:

Teachers’ emotions have become recurring themes in Applied Linguistics research, addressing different aspects of language teachers’ thinking and reflection. This study investigated the emotions—under the theoretical framework of the Biology of Cognition—of four Portuguese language teachers working in Rural Education in the northern region of Mato Grosso, Brazil, with the aim of analyzing them in the experience of teaching Portuguese, so as to identify, understand, and name them. The theoretical discussion was structured around the following topics: emotions from a general perspective; the study of emotions in Applied Linguistics; emotions and the Biology of Cognition; emotions and language teaching; and Rural Education, drawing on authors such as Lutz (2007), Han, Jin, and Yin (2023), Schutz et al. (2006), Aragão (2007, 2024), Barcelos (2013, 2022), Seligman (2002), Pavlenko (2010), Ahmed (2004), Maturana (1995, 2002), Souza (2014), Ribeiro and Coscarelli (2023), Mendes (2018), Ferreira and Porto (2021), Castro and Paula (2022), Clandinin and Connelly (2015), Brandão (2017, 2023), Rose (2016), Bolívar, Domingo, and Fernández (2001), Guazi (2021), Kvalê and Brinkmann (2009), and Lieblich et al. (1998). Methodologically, the research was grounded in visual narrative inquiry, using data collection instruments such as drawing, written teaching trajectory, and recorded semi-structured interviews. The findings revealed that emotions are present in the experiences of teaching Portuguese in rural contexts and can be named as joy, euphoria, happiness, satisfaction, hope, frustration, among others. These emotions permeate teaching experiences and manifest in the construction of participants’ narratives, functioning as devices of memory, reflection, and meaning-making, while articulating teachers’ identity and social aspects. The study also indicated that research on Portuguese teachers’ emotions from the perspective of the Biology of Cognition remains scarce at the Stricto Sensu level, making this study a contribution to the understanding of the emotional dimension of teaching in specific contexts and highlighting its relevance for deepening reflections on issues that permeate language teaching and learning.

MEMBROS DA BANCA:
Presidente - 132024003 - ANA CAROLINA DE LAURENTIIS BRANDAO
Externo à Instituição - MAURICEIA SILVA DE PAULA VIEIRA - UFLA
Externo à Instituição - RODRIGO CAMARGO ARAGÃO - UESC-BA