AFFECTIVITY AND USE OF DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES (DICT) BY TEACHERS IN THE TEACHING OF THE PORTUGUESE LANGUAGE: A REVIEW OF ACADEMIC PRODUCTION IN THE FIELD

Abstract

Affectivity is a fundamental element in people's interaction with others, with things and with themselves. Depending on the situation, the results of these interactions can be positive or negative, according to Henri Wallon's theory of affectivity. These manifestations can collaborate to trigger intense affective processes in contemporary society, in which the use of Digital Information and Communication Technologies (DICT) is constant in social interactions. Given this, as Portuguese language teachers are immersed in a teaching-learning context that increasingly requires the use of digital artifacts, it is possible that unpleasant and pleasant situations influence their affectivity. The aim of this study is to see how the influence of the use of DICTs on the affectivity of Portuguese language teachers in pedagogical practices is approached, based on a review of academic production in the area. To this end, a qualitative and descriptive investigation was carried out, using bibliographic study procedures, based mainly on the conceptions of Romanowski and Ens (2006). The study is anchored in the theory of Henri Wallon (1991, 1979) and in publications by scholars such as Dantas (1992), Galvão (1995) and Bezerra (2006) on affectivity. In addition, it is also based on productions that address the use of DICTs in teaching, such as those by Buzato (2006), Freitas (2008), Casartelli and Modelski (2019), and Cani (2019). The results of this work show that there are few studies involving affectivity, DICTs and teachers in the teaching and learning of Portuguese, and it is necessary to develop new research that can investigate this phenomenon.