A DIMENSÃO AFETIVA E EMOCIONAL DO PROFESSOR E SUA RELAÇÃO COM O ENSINO E A APRENDIZAGEM: UMA ANÁLISE DA PRODUÇÃO CIENTÍFICA

Amanda Thaise Silva; Helena Brandão Viana

doi:10.34624/ct1q4s33

Authors

Amanda Thaise Silva UNASP-EC
Helena Brandão Viana UNASP-EC

DOI:

https://doi.org/10.34624/ct1q4s33

Keywords:

Learning; Affectivity/emotion; Teacher; Student

Abstract

The present study aims to investigate the emotions experienced by teachers in the school context through the application of the Teacher Emotion Questionnaire (TEQ), an instrument developed to measure the frequency with which educators experience positive and negative emotions in their pedagogical practice. The study will be conducted with basic education teachers working in private schools in the northeastern region of Brazil. Data collection will take place online, following ethical guidelines and ensuring participant anonymity. The TEQ assesses six primary emotions—joy, love, satisfaction, anger, sadness, and discouragement—based on typical situations in teachers’ daily routines. This research will be based on the use of an online questionnaire created through the Google Forms platform, and the responses provided by participants will be analyzed according to the study’s objectives. After analyzing the data, the expected results indicate that teachers who demonstrate more positively developed emotions tend to achieve better outcomes in the teaching–learning process with their students.

References

Assi, E., & Rashtchi, M. (2022). Virtual classes during COVID-19 pandemic: focus on university students’ affection, perceptions, and problems in the light of resiliency and self-image. Asian-Pacific Journal of Second and Foreign Language Education, 7(17), 1–23. https://doi.org/10.1186/s40862-022-00144-7

Burić, I., Slišković, A., & Macuka, I. (2018). A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire. Educational Psychology, 38(3), 325–349. https://doi.org/10.1080/01443410.2017.1382682

Campos, V. R. V. de, & Leite, S. A. da S. (2023). As Práticas Pedagógicas no Ensino da Língua Alemã: Afetos Positivos Alemã. Pandaemonium Germanicum, 26(49), 221–250. https://doi.org/10.11606/1982-88372649221

Campos, V. T. B., Gaspar, M. de L. R., & Morais, S. J. de O. (2020). Imagens e Identidades da Docência: ser, tornar-se e fazer-se professor, professora. Ensino em Re-Vista, 93–117. https://doi.org/10.14393/er-v27n1a2020-4

da Luz, L., & Ramos, E. M. O. (2023). Afetividade e a relação pedagógica entre professores e estudantes do curso de Educação Física da Universidade Estadual de Feira de Santana. Dialogia, 46, e24065–e24065. https://doi.org/10.5585/46.2023.24065

do Nascimento, L. D. S. (2024). O impacto da influência afetiva e cognitiva na relação entre adolescentes e professores. Revista Políticas Públicas & Cidades, 13(2), e1346–e1346. https://doi.org/10.23900/2359-1552v13n2-330-2024

dos Santos, A. S., & Lopes. Cícera Alves Nunes. (2020). Afetividade no Processo de Ensino-Aprendizagem: A Educação Infantil na Perspectiva de Henri Wallon. ID on line Revista Multidisciplinar e de Psicologia, 14(52), 525–540. https://doi.org/10.14295/idonline.v14i52.2728

Elfiky, D. E. G. (2022). The effect of a whole brain teaching based instruction on developing number competencies and arithmetic fluency in kindergarten children. International Journal of Instruction, 15(1), 673–684. https://doi.org/10.29333/iji.2022.15138a

Espinosa Zárate, Z., & de la Hoz, J. P. (2024). Liderazgo pedagógico moral: percepciones del alumnado de secundaria. Revista Brasileira de Educação, 29, e290052. (PDF) Liderazgo pedagógico moral: percepciones del alumnado de secundaria; https://doi.org/10.1590/S1413-24782024290052

Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2009). Antecedents and effects of teachers’ emotional experiences: An integrated perspective and empirical test. Em Advances in Teacher Emotion Research: The Impact on Teachers’ Lives (p. 129–151). Springer US. https://doi.org/10.1007/978-1-4419-0564-2_7

Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080. https://doi.org/10.1111/0161-4681.00142

Koç, S., & Yayla, A. (2023). Preservice Teacher’s Perceptions of Compassion. International Journal of Psychology and Educational Studies, 10(3), 681–691. https://doi.org/10.52380/ijpes.2023.10.3.1206

Lapponi, S. F. (2017). Las emociones en el profesorado: el afecto y el enfado como recursos para el disciplinamiento. Educação e Pesquisa, 43(3), 785–798. https://doi.org/10.1590/s1517-9702201610149719

Leite, L. G., & Tassoni, E. C. M. (2010). Afetividade e processos de aprendizagem: Contribuições da psicologia histórico-cultural. Psicologia da Educação, 30, 11–31. https://revistaseletronicas.pucrs.br/faced/article/view/9584

Madhukar, G. (2021). A Study on Emotional Intelligence of School Teachers in Secunderabad. International Journal of Current Research and Review, 147–151. https://doi.org/10.31782/ijcrr.2021.132125

Marques, E. de S. A. (2021). The affect-intellect relationship mediating learning and development of students in school. International Journal of Instruction, 14(2), 1001–1020. https://doi.org/10.29333/iji.2021.14257a

Moreira, T., Faiad, C., Jesuíno, A. D. S. A., Lima-Costa, A. R., & Frenzel, A. C. (2021). Adaptation of the Teacher Emotions Scales (TES) to the Brazilian context. Psico-USF, 26(spe), 71–81. https://doi.org/10.1590/1413-8271202126nesp08

Peñafort, A. M. R., & Pereira, V. A. (2022). Remote English Teaching during Covid-19 Pandemic: Challenges and Lessons in Higher Education Teaching in Colombia. Research Society and Development, 11(2), e44111226000–e44111226000. https://doi.org/10.33448/rsd-v11i2.26000

Pereira, M. M., & Abib, M. L. V. dos S. (2016). Afetividade e Metacognição em percepções de estudantes sobre sua aprendizagem em física. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte), 18(1), 107–122. https://doi.org/10.1590/1983-21172016180106

Pinheiro, A. W. S., Leonardo, L., & Scaglia, A. J. (2024). Afetividade, ensino e esporte: um ensaio teórico. Rev Pemo, 6, e11089–e11089. https://doi.org/10.47149/pemo.v6.e11089

Porto, R. A. F., Calou, A. L. F., Leandro, C. C. G. B., & Bezerra, M. M. M. (2020). Afetividade na Educação: Relação Professor-Aluno, Contribuições para o Ensino Aprendizagem. ID on line REVISTA DE PSICOLOGIA, 14(52), 1–15. https://doi.org/10.14295/idonline.v14i52.2679

Saucedo, K. R. R. (2017). PIAGET, Jean. Relações entre a afetividade e a inteligência no desenvolvimento mental da criança. Praxis Educativa, 12(1), 287–289. https://doi.org/10.5212/praxeduc.v.12i1.0016

Šilinskas, G., & Raižienė, S. (2024). Why Do You Work as a Teacher? Associations Between Teachers’ Work Motivation, Teaching Quality, and Well-being. Psichologija, 69, 48–58. https://doi.org/10.15388/psichol.2023.69.3

Souza, M. T. C. C. (2017). Relações entre afetividade e inteligência no desenvolvimento psicológico da criança: perspectivas teóricas e investigações empíricas. Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas, 9, 48–69. https://doi.org/10.36311/1984-1655.2017.v9esp.03.p48

Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ Emotions and Teaching: A Review of the Literature and Directions for Future Research. Educational Psychology Review, 15(4), 327–358. https://doi.org/10.1023/A:1026131715856

Tormey, R. (2021). Rethinking student-teacher relationships in higher education: a multidimensional approach. Higher Education, 82(5), 993–1011. https://doi.org/10.1007/s10734-021-00711-w

Vygotsky, L. S. (2009). A construção do pensamento e da linguagem (P. Bezerra, Trad.). WMF Martins Fontes. (Obra original publicada em 1934)

Vygotsky, L. S. (1998). Pensamento e linguagem. MIT Press. (Obra original publicada em 1934). Disponível em: https://www.ebooksbrasil.org/adobeebook/vigo.pdf

Yalçin, M., Aggul Yalçin, F., Zehir, H., & Zehir, K. (2020). The Views of Preschool Pre-service Teachers, In-service Teachers and Parents on Pre-School Education of Values. International Online Journal of Educational Sciences, 12(4), 260–277. https://doi.org/10.15345/iojes.2020.04.018

Wallon, H. (2007). A evolução psicológica da criança. Martins Fontes. (Obra original publicada em 1941).