Pesquisa narrativa, emoção e reflexão na formação de professores

Abstract

This article aims at investigating the impacts of reflection for self-awareness on emotions and actions of a spanish language teacher in a continuing education project of a Federal Institute located in Bahia. We highlight the productivity of Narrative Inquiry for the promotion of reflection in the field of teacher education. This work is based on concepts from the Biology of Knowing and its interface with studies on the interrelationships between emotions, language and reflection in language teacher education. The methodology is based on Narrative Inquiry research with the use of instruments such as autobiographies, questionnaires, conversations and interviews with content analysis. As results, it was observed that narrative research afforded reflections about emotions and the way actions are influenced by them in this teaching-learning process, which reiterates previous studies. Moreover, this work highlights that the reintegration of emotions in the spaces of continuing education for teachers pushes them to new actions, providing feelings of self-worth fostered by Narrative Inquiry research practices.