Words and views on the affects in the process of teaching/learning English
a Critical Discursive Psychology-based analysis of the Platonism as an intelligibility construction model
DOI:
https://doi.org/10.14393/DL37-v13n1a2019-11Keywords:
Critical Discursive Psychology, Discourse Studies, Affect, Platonism, Affective TurnAbstract
The objective of this work is to generate intelligibility regarding how a body of interpretative repertoires based on the platonic philosophy schematizes discursively the reflection of English teachers regarding the influence of the affects in the process of learning/teaching this language. Guided by this objective and supported by the precepts of Critical Discursive Psychology, I lean myself on three English teachers’ discursive constructions that had as a foundation for their stances about the affects in the platonist theoretical model. Finally, I discuss critically about to what extent this philosophical system is in (con-/dis-) sonance with the contemporarily hegemonic understanding about the affects, highlighting the possible consequences of this (mis-)alignment.
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