Nombre: MAURO SERGIO DA SILVA
Fecha de publicación: 13/06/2025
Supervisor:
Nombre |
Papel |
|---|---|
| FELIPE QUINTAO DE ALMEIDA | Asesor |
Junta de examinadores:
| Nombre |
Papel |
|---|---|
| ALBERTO MORENO DOÑA | Examinador Externo |
| FELIPE QUINTAO DE ALMEIDA | Presidente |
| IVAN MARCELO GOMES | Examinador Interno |
| LUCIO MARTÍNEZ ÁLVAREZ | Coorientador |
| MARIANA ZUANETI MARTINS | Examinador Interno |
Páginas
Sumario: This thesis aimed to reflect on the role of emotion in teacher constitution based on the initial experiences as a Physical Education teacher in schools. It investigated the "place" of emotion in Physical Education teaching experienced through the Programa Residência Pedagógica, 2022-2024 edition. It assumes that emotions influence pedagogical intervention, the way teachers relate to the environment, to students, and, consequently, the construction of professional identity. A qualitative research approach was developed. Data production occurred in collaboration with resident teachers through reports made during training meetings, totaling ten in-person sessions. Reports were also created on the Google Classroom platform, and a semi-structured interview was conducted at the end. Over eighteen months, the students immersed themselves in the teaching routine and participated in training meetings for sharing and reflecting on their experiences in schools. The thesis was organized into five chapters. The first, "Approximation with the field of study," details the methodology and the relationship established with the collaborators, especially the residents, and the organization of the analysis categories. The second chapter, "Emotions and the learning of teaching," presents theoretical concepts about emotions and their relevance for data analysis, highlighting Scarantino's (2014) Motivational Theory of Emotions as a starting point for the analyses. The third, "Approximation with teaching and emotions," explores the emotions of future teachers before and during school immersion experiences, emphasizing the importance of problematizing them in initial training. The fourth chapter, "Teaching in motion," addresses initial training, the influence of professional goals and values on school life, the perception of image, and the construction of meanings for teaching practice. Finally, the fifth chapter, "When the game of emotions begins, it's better to play together," discusses the importance of partnerships and support in facing the initial emotions of the teaching career and the process of constructing teacher identity. The research results demonstrate that: emotions play an important role in teachers' motivation and behavior, influencing the learning of teaching and the production of meanings for it; there is relevance in problematizing emotions throughout teaching experiences during initial training, helping future teachers to develop a better understanding of themselves, of teaching work, and of the intervention context; emotions in pedagogical intervention in Physical Education influence how teachers perceive, feel, and react to classroom events; there is a need to incorporate the debate about emotions as a relevant dimension in teacher training
processes.
Keywords: Emotions; Learning to teach; Pedagogical intervention.
