The Role of Emotions in High School Student's Scientific Initiation from Vocational Program of Oswaldo Cruz Foundation

Autor/inn/en	Santos, Bruna Navarone; de La Rocque, Lucia; de Sousa, Isabela Cabral Félix
Titel	The Role of Emotions in High School Student's Scientific Initiation from Vocational Program of Oswaldo Cruz Foundation
Quelle	In: Diaspora, Indigenous, and Minority Education, 17 (2023) 3, S.232-246 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santos, Bruna Navarone) ORCID (de La Rocque, Lucia) ORCID (de Sousa, Isabela Cabral Félix)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2023.2212824
Schlagwörter	Psychological Patterns; High School Students; Vocational Education; Foreign Countries; Science Education; Low Income Students; Nonformal Education; Formative Evaluation; Neighborhoods; Geographic Location; Student Attitudes; Teacher Student Relationship; Teacher Attitudes; Brazil + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausbildung; Berufsbildung; Ausland; Naturwissenschaftliche Bildung; Non-formal education; Non formal education; Nichtformale Bildung; Neighbourhoods; Nachbarschaft; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Brasilien
Abstract	The Oswaldo Cruz Scientific Vocation Program is a scientific initiation educational program for High School students, in Biological, Health, Human, and Social Sciences areas. We consider that living in less advantaged neighborhoods impacts on the students, advisors and co-advisors' emotions. In this paper, to illustrate our hypothesis, we selected narratives of a particular student living in Rio's periphery and not acquainted with scientific practices, and the narratives of a co-advisor that lived in a suburb of Rio. Through Bakhtin framework and theoretical contributions from Education, Social Psychology, Anthropology, and Sociology of Emotions we conducted and analyzed interviews. In these narratives, we show the emotions through interviewees regarding their experiences, and we identified authenticity feelings such as liking and interest. The specific emotions related to scientific activities detected were friendship, dissatisfaction, appreciation, and interest. These emotions seem to influence future projects and stimulate sociability bringing together affinities and attenuating inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01