Emoções e tecnologias na formação de um professor em estágio supervisionado no contexto da desinformação digital.

Abstract

This article aims to analyze the language teacher education of an English language teacher, in a context marked by disinformation. The study is anchored in the concept of disinformation (Wardle; Derakhshan, 2019), articulated with the assumptions of the Biology of Knowing (Maturana, 2002; Aragão, 2007, 2023) and reflective models of teacher training in languages (Aragão, 2022, 2023). Methodologically, this is a qualitative study based on Narrative Research, with content analysis (Aragão, 2007). The data was generated through multimodal narrative protocols, technobiography, reflective oral diary and self-assessment. The results reveal that the emotions of teachers in training such as fear, apprehension and nervousness are directly related to a lack of preparation for dealing with digital technologies and the challenges posed by misinformation. The application of systemic narrative protocols allowed teachers to experience, in an unprecedented way, processes of reflection on their teaching identity and the critical use of digital technologies in their practice. The study highlights the urgent need for curriculum policies that integrate digital technologies into teacher training, as well as the importance of reflexive-critical emotional approaches to prepare teachers to deal with the challenges of contemporary teaching.