PEDAGOGICAL PRACTICES IN ENGLISH LANGUAGE TEACHING AND LEARNING FROM THE PERSPECTIVE OF THE PEDAGOGY OF AFFECT IN THE POST-PANDEMIC PERIOD

Abstract

This article presents the results of a research study aimed at developing practices based on Wallon's (1879-1962) Pedagogy of Affect in English Language (EL) classes for a first-year class of Integrated High School with Technical Education at IFRS. Developing activities within this perspective is justified by the fact that these students returned to in-person education in 2022, after two years of isolation and social distancing due to the pandemic, requiring them to relearn how to learn in a face-to-face environment. Direct interaction among these young people is crucial in a world where interpersonal relationships often migrate to the virtual realm, and students sometimes face challenges in the classroom. Considering that EL carries significant symbolic power, communication in this language encourages students to reflect on their identities as individuals in a globalized world and on their affective relationships with the "other". In addition to the theoretical framework, this article describes some activities carried out, accompanied by an analysis of data collected through questionnaires and observations of interactions recorded in a field journal. The results suggest that students show greater interest in learning the language when the pedagogy of affect is emphasized.