O discurso de alunos e professores de línguas sobre a afetividade na relação aluno e professor: um estudo de caso na escola pública

Abstract

This research, located in Applied Linguistics, had as general objective to investigate the discourse of students and language teachers about affectivity in the student-teacher relationship and, as specific, to analyze their discourse about affectivity and to reflect on the affective aspects in this relationship. The theoretical framework that supported the work consisted of studies focused on discourse from a critical perspective (FAIRCLOUGH, 1992/2001; 2003; 2008; GEE, 1990/1996; 1990/2008; 1998; 2005) and related to affectivity (ALMEIDA, 2007; ARAGAO, 2007; ARANTES, 2003; BARCELOS, 2013, among others). The research was anchored in Celani (2005), Flick (2013), Godoy (1995), and adopted a case study as a methodology (STAKE, 1995; YIN, 2001; 2002). The research context involved two public schools in the city of Manaus and the participants were six teachers and six students from this respective schools and two semi-structured interviews and four questionnaires were used, two to the participants’ profile and two investigative. The results showed discourses in which the participants mainly value the affective aspects, as they directly influence the student-teacher relationship, adding benefits such as a more harmonious, cheerful classroom environment and more uninhibited students when speaking the foreign language, as well as more interest in the discipline and students seeking more knowledge. It was also concluded that most foreign language teachers give importance to affectivity in the relationship with students. At the end of the work, suggestions are offered to continue this research with ideas for new investigations that involve affectivity in the teaching-learning field.