Concepções docentes da afetividade na formação inicial de professores à luz da Análise Estatística Implicativa

Ricardo Francelino; Nadja Acioly-Régnier; Alonso Bezerra de Carvalho; Jean-Claude Régnier

doi:10.31416/rsdv.v13i2.1132

Authors

Ricardo Francelino Faculdade de Ciências e Letras de Assis (UNESP) https://orcid.org/0000-0002-5100-3856
Nadja Acioly-Régnier Université Claude Bernard Lyon 1
Alonso Bezerra de Carvalho Faculdade de Filosofia e Ciências (UNESP)
Jean-Claude Régnier Université Lumière Lyon 2

DOI:

https://doi.org/10.31416/rsdv.v13i2.1132

Keywords:

Affectivity, teacher training, self-image, belief

Abstract

This article aimed to discuss the conception of affectivity among psychology teachers involved in teacher training courses in Brazil and France, with the goal of understanding how these conceptions influence the practices and awareness of teachers in training. The influences of culture and affectivity on teacher's identity became a significant topic in research during the late 19th and 20th centuries, yet remain in need of further exploration. Therefore, we focused on understanding how self-image and feelings of efficacy can impact the engagement and commitment of professionals undergoing training. In this regard, we drew upon theoretical contributions from Freire (1996), Wallon (1968), Vygotsky (1998), and Leite (2018) regarding the influences of culture and affectivity on teacher education. Methodologically, data collection, processing, and analysis were conducted using a questionnaire administered via the LimeSurvey@ platform to 18 teacher educators from INSPÉ in Lyon, Marseille, and Paris, France, and from São Paulo State University "Júlio de Mesquita Filho" - UNESP, SP, Brazil. Data analysis was supported by the software CHIC 7, within the theoretical-methodological framework of Implicit Statistical Analysis (ISA). The findings revealed that affective components are present and significantly contribute to the development of self-efficacy among these professionals throughout their training, influencing the persistence of a negative perception that persists in teacher training courses today.

Author Biographies

Ricardo Francelino, Faculdade de Ciências e Letras de Assis (UNESP)

PhD in Education - UNESP/Marília, Brazil and Education Sciences and Training - Université Lumière Lyon 2/Lyon, France, in international co-supervision. Master in Psychology from UNESP/Assis (2017), Specialist in Planning, Implementation and Management of Distance Education from Universidade Federal Fluminense UFF/Niterói, Brazil (2013), Graduated in History (2008) and Pedagogy (2013) from Universidade Estadual Paulista - UNESP/Assis, Brazil; Member of GEPEDEME - Study and Research Group on Moral and Educational Development and GEPEES - Study and Research Group on Education, Ethics and Society. Has experience in the areas of History, Philosophy and Sociology, as a High School and Technical School teacher and in teaching Psychology in Undergraduate courses. Conducts research on the influences of affectivity on teaching and learning processes, teacher training, with an emphasis on interpersonal relationships in the educational context.

Nadja Acioly-Régnier, Université Claude Bernard Lyon 1

She holds a degree in Psychology from the Federal University of Pernambuco (1981), a master's degree in Cognitive Psychology from the Federal University of Pernambuco (1985), a Diploma of In-Depth Studies (D.E.A.) in Psychology from the Université René Descartes Paris V Sorbonne (1989) and a PhD in Psychology from the same university in 1994. She holds a Habilitation to direct research from the Université Lumière Lyon 2 - France, in 2010. She is currently a full professor at INSPÉ (Institut National Supérieur du Professorat et de l'Éducation de l'Académie de Lyon), a researcher at Team d'Accueil 4571 Éducation, Cultures, Politiques and an associate researcher at UMR 5191 ICAR - Interactions, Corpus, Apprentissage, Representations. She has experience in the area of Psychology and Education, with an emphasis on Cognitive Psychology, working mainly on the following themes: culture, cognition and affectivity; intercultural psychology; professional didactics; learning of scientific and mathematical concepts in formal, non-formal and informal contexts. Current or former researcher in the following research groups: Psychology of Mathematical Education (UNICAMP); NUPPEM (UFPE); GPASIECM (UFRPE). Visiting professor at the University of Caxias do Sul, UCS-RS-Brazil. Collaborating professor at PUC_SP of the Master's and Doctorate in Mathematics Education and of the Postgraduate Program in Science Teaching at UFRPE, Recife. Laureate of the Franco-Brazilian Chair in the State of São Paulo - UNESP (2018-2021). Beneficiary of the Prime d'Encadrement Doctorale et de Recherche (PEDR). Scientific Director of the DU Education Pedagogy Culture of Otherness (INSPÉ, Lyon1). Pedagogical reference for the Training of Psychologists of National Education at INSPÉ.

Alonso Bezerra de Carvalho, Faculdade de Filosofia e Ciências (UNESP)

Graduated in Philosophy (1986), in Social Sciences (1992) and Master in Education (1997) from the Faculty of Philosophy and Sciences of the São Paulo State University (UNESP), Marília Campus. PhD in Philosophy of Education (2002) from the Faculty of Education of the University of São Paulo (USP). Full Professor (2013) from the São Paulo State University (UNESP). He was a teacher in the basic education network of the State of São Paulo from 1987 to 1997. In 2007 he did a postdoctoral degree in Educational Sciences at the Charles de Gaulle University, Lille, France. He is currently an adjunct professor in the Department of Didactics and the Postgraduate Program in Education at UNESP, Marília Campus. He was a Visiting Professor at the University of Santiago de Chile (Chile - 2015), at the University of Cergy-Pontoise (France - 2015) and at the University of Buenos Aires (2017). He is the leader of the Study and Research Group on Education, Ethics and Society (GEPEES), registered with the CNPq. He has experience in the area of Education, with an emphasis on Philosophy of Education and Didactics, working mainly on the following themes: ethics, education, friendship, modernity, rationalization, decoloniality, didactics, teacher training and philosophy and sociology of education.

Jean-Claude Régnier, Université Lumière Lyon 2

He holds a degree in Mathematics from the University of Bourgogne Dijon (FRA) (1973), a Master's degree in Mathematics and Didactics of Mathematics from the University of Nancy-Nancy (FRA) (1980) and a PhD in Mathematics and Didactics of Mathematics from the University of Louis Pasteur Strasbourg (FRA) (1983). He also completed a Master's degree in Educational Sciences from the University of Lyon - Université Lumière Lyon 2 (FRA) (1986). He holds a Doctor d'Etat-HDR in Sciences and Theories of Forms of Education from the University of Marc Bloch Strasbourg (FRA) (2000). He is currently Professor Emeritus of Universities (Classe Exceptionnelle) from the University of Lyon (FRA). He received the Chevalier de l'ordre des palmes académiques medal (France, 2008), the title of Doctor Honoris Causa from the University of Lyon (FRA) and the title of Doctor Honoris Causa from the University of Lyon (FRA). (University of Caxias do Sul - Brazil, 2017) and Laureate of the National Research Medal of Tomsk State University - Tomsk (Russia, 2018). He has experience in Education, with an emphasis on Teaching Methods and Techniques, working mainly on the following topics: new educational technologies, virtual work environment, teaching and learning of Statistics and Mathematics, autonomy, self-assessment and self-correction, Didactics of Mathematics and Statistics. Ordinary Member of the International Statistical Institute (elected in 1999). Member of SFDS - Société Française de Statistique - President of the Group "Teaching Statistics" (2003-2011). Visiting Professor at UCS-RS-Brazil. (2008-2018) Thesis advisor (PhD in Education) at the University of Sherbrooke, Canada. Permanent member of the ICAR laboratory (UMR5191, CNRS, Lumière-Lyon 2 University, France) and in the Research Group: (1995-2016) Psychology of Mathematical Education and Statistics (UNICAMP Campinas, Brazil). Collaborating Professor PUC-SP PPG in Mathematics Education. Professor of the Faculty of the Postgraduate Program in Science Teaching at UFRPE - Recife and UFN - Franciscan University - Santa Maria. Visiting Professor at National Research Tomsk State University - Tomsk (Russia). Special Visiting Researcher (PVE Process: 88881.068033/2014-01- UFRPE 2015-2017).

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