| dc.description.abstract | Since teaching-learning English became undesrtood through a sociocultural perspective (LANTOLF 2000, 2010; LANTOLF; THORNE, 2006; VYGOTSKY, 1978, 1986), there has been a ressignification on the teaching development where the teachers’ life experiences began to be valued. (ABRAHÃO, 2010). Taking into consideration this scenario, the path followed by the professional, his/her beliefs and emotions became relevant to comprehend his/her teaching practice. In order to develop this research, an etnographic qualitative study was carried out involving a narrative investigation. The research, developed between June and November 2018, counts with the participation of a teacher of English in a private school in a town in the countryside of Rio Grande do Sul. This study aims at investigating reflexively the perspectives of the participating teacher about her teaching-learning path, and the perceptions related to her teaching practice, maping the beliefs and emotions that permeate her professional history. To collect the data, semi-structured narrative interviews, audio recordings, classroom observation, video recordings, diaries, notes, teacher stimulated recall interviews, and a closing-meeting have been used. The data were triangulated and analised using a Marco de Referência. (MICCOLI, 2014). The results of the study revealed that the participating teacher revisited her emotions, noticed and reformulated beliefs, and went through a self knowledge process. | en |
