This work intends to analyze the process of (re) construction of pre-service teacher’s identities, and how emotional and affective factors influence in this process. The main objective is to analyze the choices made by pre-service teachers, to see what factors led them to choose a specific degree (Portuguese or English graduation). In this way, we intend to analyze how pre-service teachers (re) build their professional identities, and whether this (re) construction is guided by affective and emotional issues. As methodological procedures, we used, in this qualitative research of an ethnographic nature, the current constructs of Applied Linguistics. That is, the objects of study (the autobiographical narratives and the answers given to the questionnaires) are analyzed through a critical-reflective view, considering the complexity of these narratives. The participants of this research were the academics of a Teacher Education Course in the Federal University of Tocantins (UFT). The main theoretical reference was Mastrella-de-Andrade and Norton´s studies (2011), that deal with the identity formation of foreign-language teachers; Moraes’ studies (2010), which deal with pre-service teachers’ beliefs and emotions, and Barbosa’s studies (2014), which talk about (re) construction of pre-service teachers’ identities. The results show that emotional and affective issues built in social interaction influence teachers' choices and the (re) construction of their identities.
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