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The place and role of affectivity in initial teacher training in Brazil and France: analysis of trainers' representations and their teaching practices

Grant number: 22/00988-5
Support type:Scholarships abroad - Research Internship - Doctorate
Effective date (Start): March 10, 2022
Effective date (End): March 09, 2023
Field of knowledge:Humanities - Education - Fundamentals of Education
Principal researcher:Alonso Bezerra de Carvalho
Grantee:Ricardo Francelino da Silva
Supervisor abroad: Nadja Maria Acioly-Regnier
Home Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil
Research place: Université Lumière Lyon 2, France  
Associated to the scholarship:20/15066-0 - Conceptions and importance of affectivity in initial teacher education in Brazil and France: a comparative study in education, BP.DR

Abstract

This research is part of the "culture, cognition, affectivity" research field (Acioly-Régnier, 2010) and aims to study how affectivity is addressed in the process of initial teacher training in Brazil and France. We consider that the presence of certain phenomena that occur in classrooms such as: violence between students, bullying, harassment, lead us to question the importance of taking into account affective components in the initial training of teachers. The broader theoretical perspective that guides us in this research is that of the cultural-historical theory of the psyche, where cultural variables play a fundamental role in understanding the construction of the psyche. In this research project, affectivity will be studied from the conceptions of Wallon (1968), Vygotsky (2001, 2004). From a methodological point of view, we will first analyse the pedagogical projects for teacher training and the contents taught in the disciplines of "psychology" in France. Then, a questionnaire survey aiming at the construction of broader data on the representations of the trainers on the presence and the importance of the question of affectivity will be carried out. The questionnaires will be sent electronically to a sample of trainers from 3 INSPé in France (Lyon, Marseille and Paris). From these data, we will build a sub-sample of trainers to carry out an interview survey and make observations of their teaching practices. The diversity of the places where the data is collected aims to limit the bias of the coverage of the fields in order to identify the invariants and the cultural specificities in the taking into account of the affective dimension within the framework of the training of teachers. (AU)

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