ABSTRACT
Some time ago, the role of emotions in a teacher’s life, as well as their impact on the language classroom, was widely neglected (BENESCH, 2012BENESCH, S. Considering Emotions in Critical English Language Teaching: Theories and Praxis. New York, NY: Routledge , 2012. DOI: https://doi.org/10.4324/9780203848135
https://doi.org/https://doi.org/10.4324/...
). After the advent of the “affective turn”, the field of Applied Linguistics (AL) began to contemplate studies on emotions (BARCELOS, 2015BARCELOS, A. M. Unveiling the Relationship Between Language Learning Beliefs, Emotions, and Identities. Studies in Second Language Learning and Teaching, [S.l.], v. 5, n. 2, p. 301-325, 2015. DOI: https://doi.org.10.14746/ssllt.2015.5.2.6
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; PAVLENKO, 2013PAVLENKO, A. The Affective Turn in SLA: From ‘Affective Factors’ to ‘Language Desire’ and ‘Commodification of Affect.’ In: GABRYŚ-BARKER, D.; BIELSKA, J. (ed.). The Affective Dimension in Second Language Acquisition. Bristol, UK: Multilingual Matters, 2013. p. 3-28. ). Recently, the critical aspect of emotions seeks to discuss the relations between ideology and power in its constitution, emphasizing its social, cultural and political aspects (ZEMBYLAS, 2003ZEMBYLAS, M. Emotions and Teacher Identity: A Poststructural Perspective. Teachers and Teaching, [S.l.], v. 9, n. 3, p. 213-238, 2003. DOI: https://doi.org.10.1080/13540600309378
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, 2005ZEMBYLAS, M. Teaching with Emotion: A Postmodern Enactment. Greenwich, CT: 2005.). Thus, based on the critical concepts for language teaching and emotions, we seek in this case study to discuss how the emotions of a public school English teacher are formed, and what factors constitute them. For this, we analyzed narratives of the teacher-participant, who built categories, compounding different emotions such as: satisfaction, fear, insecurity and hope. We concluded that the critical language teaching arose teacher’s emotions that generate resistance and contestation to the dominant discourses.
KEYWORDS:
emotions; political-cultural perspective of emotions; critical language teaching