Innovate, renovate, or transform? A critical and reflective look at english teaching in a brazilian public school amid covid-19 pandemic: a sociocultural and appraisal of emotions perspective

Abstract

This study aimed to conduct a critical-reflexive analysis of discourse within English Language Teaching through the lens of Emotion-based Assessment Processes, focusing on an English teacher’s understanding of the terms innovation, renewal, and transformation inherent in the teaching and learning process, during the pandemic context of COVID-19 in Brazil. The research instruments used consisted of two online questionnaires with open-ended questions. This study was conducted from a sociocultural perspective, exploring the interactions between emotions and cognition, as described by Vygotsky (2001, 2010), Damásio (2004), Scherer (2005), Johnson (2009), and Pavlenko (2013). We adopted a qualitative ethnographic methodology within the frameworks of Transdisciplinary and Interdisciplinary Applied Linguistics, wherein we emphasize the construction of knowledge within a decolonial episteme concerning hegemonic power, as well as valuing the voices of the Global South with their cultural, economic, and social diversities. The research unveiled how emotions influence a teacher’s decision-making process. Furthermore, it underscored the importance of teachers incorporating innovation, transformation, and renewal into their teaching practices. This adaptability is crucial for addressing challenges imposed by external factors such as the pandemic or internal factors like resource limitations, enabling teachers to anticipate solutions for future problems.