Search

This paper focuses on selected data from research developed at a Federal Institute in the South of Brazil with students from the National Program for the Integration between Professional and Basic Education for Young People and Adults (Proeja). We aimed to observe which emotions are present in the Proeja English classroom, how they manifest, and how the course can contribute to learning. Therefore, Sociocultural Theory, affective variables, and motivation studies related to language teaching and learning support this investigation. The results indicate that insecurity, shyness, and anxiety are negative emotions that can appear together, causing the student's silence and hindering the learning process. On the other hand, there are clues that the learner can participate in further learning opportunities even after experiencing negative emotions. [ABSTRACT FROM AUTHOR]

Legal reasoning in the common law tradition requires judges to draw on concepts, and examples that are meant to resonate with a particular emotional import and operate in judicial reasoning as though they do. Judicial applications of constitutional rights are regularly interpreted by reference to past violations (either through precedent, contextual framings, and/or legislative history), which in turn elicit a series of emotions which work to deepen and intensify judicial understandings of a right guarantee (freedom of association, freedom of expression, equality, security of the person, etc.). This paper examines the way in which invocations of past political histories, and rights abuses (however ill or well-defined), work to conjure up a set of service emotions (emotions which work to establish a particular frame of mind), which guide judicial applications of doctrine in cases concerning an alleged violation of a constitutional right.

For personal and socioeconomic development, education is a fundamental element. However, despite its relevance and importance, there is no inclusive education that allows access to the entire population. This is especially noticeable in contexts where students are at risk of exclusion. This paper presents a project that aims to reduce the technological gap in the most disadvantaged social classes by promoting the use of Augmented Reality technology. To this end, an experience with children at risk of social exclusion is presented, in which they participated in two training workshops over two weeks, organized into two groups, where one group used Augmented Reality with Tablets and the other did not. The objective of the experience was to assess the impact of using this technology on the emotional state of the students, as well as on the development of computational thinking competence. The results show that students who used Augmented Reality significantly improved their academic results in block programming compared to those who did not use it. Additionally, it was found that the emotional state of the former was generally more pleasant compared to the latter.

The main objective of this paper is to propose an analytical organization of how studies on the "fear of crime" are structured in academic production, with emphasis on the Latin American one. The theme has already been the subject of important literature reviews, but, in this work, the way authors construct fear as an object of research will be the key element of this new framework. The research was done through a methodological strategy called snowball sampling. Its major result is the use of emotion as the analytical resource capable of structuring the works of disparate contexts in the same organization.