Banca de QUALIFICAÇÃO: ROSICLEIA PEREIRA DE SOUSA

“How can I contribute?”: Affective states of pre-teachers and critical teaching of additional language in the Amazon

Keywords: Affective states. Critical teaching of the English language. Teacher training. Amazon.

Recent studies in language teaching/learning have focused on the role of

emotions in this process and not only in the cognitive aspect (ARAGÃO, 2005; SWAIN,

2011; CANDIDO RIBEIRO, 2012; BARCELOS 2013, RODRIGUES, 2015). in everyday life

classroom, language learning involves an interweaving of cognitive resources,

relational and emotional, because only the theoretical knowledge of teaching a language is not

enough to deal with complex situations that the act of teaching involves (BARCELOS;

RUOHOTIE-LYHTY, 2018). In this context, when it comes to teaching and learning,

brings to this discussion the theory of critical teaching of the English language, which has been the object of

scientific studies over the years by several authors: Pennycook (1994), Canagarajah

(2006), Kumaravadivelu (2006), Norton and Toohey (2011). Thus, making use of the

case study methodology, through narrative research of life history, the present

This work sought to understand the relationship between the affective states (emotions) of

English language pre-teachers and their perspectives for teaching in the Amazon. You

results found were a strong tendency of both research participants to a

teaching practice aimed at the social change of the reality of their future students

amazonians, which configures a critical teaching posture of the English language.