O estágio supervisionado como espaço afetivo-político na formação inicial de professores de língua inglesa

Abstract

This article aims to analyze how the emotions narrated by two pre-service English language teachers reveal tensions, possibilities, and practices of resistance in the process of teacher education. Grounded in a sociocultural perspective that understands emotions as multidimensional phenomena operating simultaneously at the biological and social levels, the study draws on data generated through a focus group, the production of visual narratives, and verbalization sessions of these narratives. Data were analyzed following the principles of content analysis. The findings indicate that emotions such as hope and insecurity not only permeate the process of initial teacher education but also operate as political affects that guide readings of reality, pedagogical decision-making, and modes of teacher positioning. These results reinforce the centrality of emotions in the initial education of language teachers, particularly with regard to the construction of teacher identities, pedagogical decisions, and possibilities of resistance to hegemonic discourses and practices in the educational field.