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A pesquisa em dinâmica de afetos estuda como as emoções dos alunos se desenvolvem e se manifestam durante a aprendizagem. Trabalhos recentes mostraram que essa dinâmica não é universal e que depende do contexto dos alunos, principalmente seu país de origem. Identificamos que nenhuma pesquisa desenvolveu um modelo de dinâmica de afetos validado no contexto brasileiro. Ainda, pesquisas na área de dinâmica de afetos não consideram as características de cada estudante. Este trabalho apresenta o primeiro modelo de dinâmica de afetos utilizando dados de alunos brasileiros aprendendo com um Sistema Tutor Inteligente de matemática baseado em passos. Este modelo possibilitou a descoberta de transições significativas entre as emoções acadêmicas confusão, frustração, tédio e engajamento. Além disso, este trabalho apresenta uma análise da dinâmica de afetos considerando o sexo dos alunos. Por meio desta análise, foi possível identificar que existem transições significativas dependentes do sexo do aluno, como a transição de tédio para engajamento que só é significativa para alunos do sexo feminino. Affect dynamics research studies how students' emotions develop and manifest during the use of computer-based learning environments. Recent research has shown that the affect dynamics is not universal and depends on the students' context, mainly their country. When analyzing the Brazilian research literature, we have not found previous work on affect dynamics that developed a statistically validated model in the Brazilian context. Still, research in the area of affect dynamics has not taken into account the characteristics of each student, such as gender. This paper presents the first affect dynamics model, with statistical validity, using data from Brazilian students learning with a step-based ITS for math. This model enabled the discovery of significant transitions between the academic emotions of confusion, frustration, boredom, and engagement. In addition, this work presents an analysis of the affective dynamics considering the students' gender. Through this analysis, it was possible to identify that there are significant transitions depending on the student's gender, such as the transition from boredom to engagement that is only significant for female students. [ABSTRACT FROM AUTHOR]

Critical literacy instruction in Egypt remains under-explored. This study combined questionnaire and semi-structured interview data to explore Egyptian university EFL teachers' critical literacy perspectives and practices. The results indicate that most participant teachers are unwilling to teach critical literacy and prefer to focus on core curricular components only. The few teachers with a positive attitude to critical literacy instruction reported integrating it into reading, literature, writing and speaking courses. Their narratives, however, indicate implementing a weak version of critical literacy instruction. This has been mainly caused by the lack of emphasis on critical literacy in the curriculum, students' limited experiences, socio-cultural considerations, and teacher ideological bias. The teachers also reported that female and male students are interested in different types of critical literacy topics. It is concluded that critical literacy practices in the Egyptian university context could be fostered through training teachers, reforming curricula, and coordinating institutional efforts. • The study investigated Egyptian university teachers' critical literacy perspectives and practices. • It drew its data from an open-ended questionnaire and semi-structured interviews. • Most participant teachers are unwilling to integrate critical literacy in their instruction. • A few teachers reported integrating critical literacy instruction into reading, literature, writing and conversation courses. • The teachers' narratives indicate they implement a weak version of critical literacy instruction. [ABSTRACT FROM AUTHOR]