A importância dos aspectos linguístico-afetivos nas aulas de inglês da educação básica: reflexões deu uma licencianda de letras-língua inglesa do PARFOR em Presidente Figueiredo (AM)

Abstract

This experience report is based on a personal experience in the English Language Teaching Degree course, offered by the National Program for Teacher Training in Basic Education (PARFOR) in Presidente Figueiredo (AM). Its general objective was to understand how English language teaching strategies and readings promoted during internship courses can mitigate, when implemented in basic education, any linguistic-affective difficulties faced by future undergraduate students of Letters English Language. The study found its justification in the author's reflections on the absence of consistent English training during her school years and the impacts of this absence on her performance and confidence at the beginning and for a good part of her undergraduate studies. This work adopts a qualitative approach because it developed from observations of the behavior of high school students, the analysis of teaching resources used during supervised internships, and the author's reflections on how to deal with English as an undergraduate student. The results and discussion demonstrated that, despite initial difficulties, it is possible to gradually build linguistic and pedagogical competence throughout training, provided there are contextualized pedagogical practices, accessible strategies, and respect for the students' learning pace. These considerations, when made, help overcome linguistic-affective difficulties, as can be observed during a brief application of a playful activity in the Internship course. Keywords: linguistic-affective difficulties; English language undergraduates; internship course; PARFOR