EMOTIONS AND BELIEFS OF AN ENGLISH LANGUAGE TEACHER: AN ANALYSIS IN LIGHT OF EXPLORATORY PRACTICE

This qualitative research with autoethnographic characteristics is framed by the Exploratory Practice theoretical and methodological background (ALLWRIGHT, 2003; ALLWRIGHT, HANKS, 2009; MILLER, 2010; MILLER et al, 2019), and it aims to present the understandings generated in the supervision sessions regarding one of the author's beliefs, emotions and pedagogical practice in her English language classes. Thus, analyzes were carried out of three classes selected from the preparation of a reflective diary between the months of June and August of 2022, in a class of the third year of elementary school. The theoretical framework of the research included the concept and typology of beliefs (BARCELOS, 2006, 2015; ARAG & Atilde;O, 2008, 2017), and emotions (DAMASIO, 2003, 2011; SAMPSON, 2023, among others). Data were analyzed from the perspective of content analysis (BARDIN, 1977), focusing on emotional words (BESNIER, 1990). The analysis showed that, at times, there are alignments and clashes between the practioner's emotions that, consequently, caused interference in her decision -making during the English language classes.