Matheus André Agnoletto
Biographic Data
| ID | 1641839 |
|---|---|
| NAME | Matheus André Agnoletto |
| GIVEN NAMES | Matheus André |
| FAMILY NAME | Agnoletto |
| SIGNATURE | AGNOLETTO M A |
| AFFILIATIONS | Universidade Federal de Santa Catarina |
| ORCID | 0000-0002-6498-493X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Vygotskian analysis of emotion and cognition in peer feedback on L2 writing through the dynamics of Perezhivanie
This paper draws on the Vygotskian notion of perezhivanie — which posits a dialectical relationship between emotion and cognition — to investigate how an English learner refracts her experience with peer feedback on L2 writing, thus focusing on how her perezhivanie leads her to change the way she engages in feedback and comes to understand its role in learning. This is examined within the context of an L2 academic writing course in a public unive…
Os dramas sociais de uma professora-formadora em (trans)formação
O presente estudo investigou como uma professora-formadora vivenciou dramas sociais resultantes de sua experiência ao oferecer mediação durante um curso de formação de professores de inglês, enquanto refletia sobre essa experiência tanto individualmente quanto em interações com uma formadora mais experiente. Os dados - compostos por anotações de campo, conversas no WhatsApp e reuniões presenciais e on-line - foram coletados durante um curso minis…
Perezhivanie in Action
Analyzing a teacher’s perezhivanie shows how she both cognitively and emotionally experiences dramatic events and the mediation provided in response to such events, uncovering her professional development. This paper’s objective is threefold: (i) to illustrate how a novice English teacher’s perezhivanie refracts the contradictions she faces when her practice is inquired into by a more experienced peer; (ii) to analyze the quality and character of…
The role of responsive mediation in the development of a novice English teacher’s understanding of the teaching of listening / O papel da mediação responsiva no desenvolvimento do ensino de compreensã…
when adopting a Vygotskian approach to teacher education, it is believed that social interaction between an experienced teacher and a novice one has the potential to propel teacher development as the former provides mediation that is responsive to the latter’s current needs. With this in mind, the present study is aimed at investigating how a novice English as a foreign language teacher develops her understanding regarding the teaching of listeni…
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The role of responsive mediation in the development of a novice English teacher’s understanding of the teaching of listening / O papel da mediação responsiva no desenvolvimento do ensino de compreensã…
when adopting a Vygotskian approach to teacher education, it is believed that social interaction between an experienced teacher and a novice one has the potential to propel teacher development as the former provides mediation that is responsive to the latter’s current needs. With this in mind, the present study is aimed at investigating how a novice English as a foreign language teacher develops her understanding regarding the teaching of listeni…
Perezhivanie in Action
Analyzing a teacher’s perezhivanie shows how she both cognitively and emotionally experiences dramatic events and the mediation provided in response to such events, uncovering her professional development. This paper’s objective is threefold: (i) to illustrate how a novice English teacher’s perezhivanie refracts the contradictions she faces when her practice is inquired into by a more experienced peer; (ii) to analyze the quality and character of…
A Vygotskian analysis of emotion and cognition in peer feedback on L2 writing through the dynamics of Perezhivanie
This paper draws on the Vygotskian notion of perezhivanie — which posits a dialectical relationship between emotion and cognition — to investigate how an English learner refracts her experience with peer feedback on L2 writing, thus focusing on how her perezhivanie leads her to change the way she engages in feedback and comes to understand its role in learning. This is examined within the context of an L2 academic writing course in a public unive…
Os dramas sociais de uma professora-formadora em (trans)formação
O presente estudo investigou como uma professora-formadora vivenciou dramas sociais resultantes de sua experiência ao oferecer mediação durante um curso de formação de professores de inglês, enquanto refletia sobre essa experiência tanto individualmente quanto em interações com uma formadora mais experiente. Os dados - compostos por anotações de campo, conversas no WhatsApp e reuniões presenciais e on-line - foram coletados durante um curso minis…
Educational and Psychological Assessments (3 works) · EFL/ESL Teaching and Learning (3 works) · Innovative Education and Learning Practices (2 works) · Mediation (2 works) · Pedagogy (2 works) · Professional development (2 works) · Psychology (2 works) · Sociology (2 works) · Active listening (1 work) · Aesthetics (1 work)