Banca de DEFESA: LINDNEIDE DANNYELLE MARIA LUZZIARA ARAÚJO DE MELO MEDEIROS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : LINDNEIDE DANNYELLE MARIA LUZZIARA ARAÚJO DE MELO MEDEIROS
DATE: 07/08/2026
TIME: 14:30
LOCAL: Auditorio CCHLA
TITLE:

WORDS CREATE AND EMOTION TRANSFORMS: EMOTIONAL LITERACY IN THE WORK OF LANGUAGE TEACHERS

KEY WORDS:

Emotional Literacy. Teachers’ Work. Human Agency. Social Representations.

PAGES: 158
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

The teaching profession is considered by the International Labour Organization (ILO) to be one of the occupations that demands the greatest emotional effort due to the daily interaction with a large number of people (students, colleagues, and families). These emotions may be pleasant under certain circumstances (joy, gratitude, enthusiasm) and unpleasant under others (sadness, anger, fear), making the ability to manage them essential for maintaining emotional balance. Within this context, Emotional Literacy can foster self-awareness, empathy, and the self-management of emotions, presenting itself as a possible alternative to support teaching practice. Accordingly, this study aims to investigate how Emotional Literacy is manifested and how it impacts the work of female teachers in the Languages area of Elementary Education at a full-time public school. Regarding its methodological aspects, this study adopts a qualitative approach (Bogdan & Biklen, 1994), with an ethnographic orientation of an interpretative and exploratory nature (Denzin & Lincoln, 2006). It is characterized as field research (Moreira & Caleffe, 2008) and is situated within the field of Applied Linguistics (Moita Lopes, 2006, 2011). The theoretical framework draws upon theories from the Neuroscience of Emotions (Damásio, 2000, 2011), Emotional Intelligence (Goleman, 2012), Emotional Education (Foz, 2023; Decarli, 2023), and, consequently, Emotional Literacy (Barcelos, 2015, 2024). It is also grounded in Social Cognitive Theory (SCT), particularly the concept of Human Agency (Bandura, 2008), as well as in the Social Representations Theory (Moscovici, 2007). The findings indicate that Emotional Literacy constitutes a set of emotional practices that are essential to the work of the participating teachers, considering its contributions to emotional self-management and self-awareness, thereby supporting the guidance of actions (Human Agency). Social Representations related to professional activity, in turn, which are in some cases constructed since childhood, are reflected in the quality of interpersonal relationships, in conflict resolution both inside and outside the classroom, and consequently in the work environment, contributing to the practice of the teaching profession in a calmer and more emotionally balanced manner. Furthermore, listening to the voices of the participating teachers about their professional practice reveals and, at the same time, recovers, through the narratives produced, the context in which their emotions influenced, in different ways, both their actions and their relationships within the work setting.

COMMITTEE MEMBERS:
Presidente - 1674285 - ANA MARIA DE OLIVEIRA PAZ
Interna - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS
Externa ao Programa - 1728675 - GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES - UFRNExterna à Instituição - CECILIA DECARLI - UFPel
Externa à Instituição - MARIA APARECIDA DA COSTA - SEEC