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 Opportunities: Scholarships abroad - Research Internship - Doctorate
• Start date: March 10, 2022
• End date: March 09, 2023
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: Alonso Bezerra de Carvalho
• Grantee: Ricardo Francelino da Silva
• Supervisor: Nadja Maria Acioly-Regnier
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil
• Institution abroad: 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)