Afetividade e ensino de língua inglesa: uma autoetnografia das práticas pedagógicas na educação infantil.

Abstract

Authors such as Day (2007), Casassus (2009), Araújo and Santana (2015), Abed (2016), Pardo (2019), and Carvalho, Rólon, and Melo (2018) reinforce that affectivity is crucial for creating a welcoming environment that promotes human development, motivation, and learning success, thereby fostering creative and reflective individuals. This autoethnographic research, therefore, investigates the contributions of affectivity in English language teaching within the teacher-student relationship, observing students' relational and behavioral aspects in Early Childhood Education. The specific objectives are to conduct a qualitative, autoethnographic analysis of my experiences as an English teacher in Early Childhood Education, allowing for reflection on affectivity's contributions to teaching, student behavior, and the relational aspects experienced in the classroom, as well as to understand my teaching experiences stemming from this interaction with the children. The study is grounded in the premise that education goes beyond academic content (Toldo; Sturm, 2015), and employs autoethnography (Ellis and Adams, 2014; Ellis and Bochner, 2000, 2011) as its methodological framework. The results of this investigation seek to deepen the understanding of the importance of affectivity in education, its influence on pedagogical practices, and the construction of a more inclusive and effective English teaching and learning space. It is expected that the study will positively impact the training of teachers and undergraduate students by highlighting the central role of affectivity in educational experiences.