When considering the importance of specific knowledge about emotional
development and its interference in the teaching-learning process, we verified
whether students (future professors) of the Letters course at the Federal
University of Northern Tocantins identify such aspects in their analysis of
internship activities. With remote teaching, Internship discipline had to adapt to
the scenario due to the Covid-19 pandemic, leading interns to teach classes
online for students from Public Schools. In order to carry out the research,
fourteen (14) internship memorials were analyzed, but only six (6) were broken
down in the research, as they obtained more information. Content analyzes
were based on Bardin (2011) and three categories were constructed that refer
to self-perception, feelings and the interference of emotions in the teaching1
learning process. These memorials are analyzed in the light of the theories of
Piaget (1896/1980), Freire (1921/1997) and Vygotsky (1986/1934). We noticed
that the emotional elements are pointed out by the trainees, despite being little
thematized.
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