A perspectiva docente sobre o domínio afetivo do ensino e da aprendizagem da matemática na transição de estudantes do 5º para o 6º ano do Ensino Fundamental

Abstract

The present work has as its theme Affectivity in Mathematics Education and is situated in the context of teaching and learning Mathematics in the process of transition from the fifth to the sixth year of Elementary School. Its objectives are to present a synthesis of what has been produced in the context of research on the subject and to understand what teachers who teach mathematics in the fifth and sixth years of elementary school say about affectivity in the transition process from one school year to another . In this context, in addition to a systematic literature review on what the area of Mathematics Education has produced on the topic of Affection between the years 2016 to 2019 in national and international qualis A1, A2 and B1 magazines, interviews were conducted with teachers who teach Mathematics in the fifth and sixth years of elementary school, with a view to investigating how these teachers understand affection in the relationship they have with their students and how this affective relationship triggers and relates to the teaching and learning process. It was found that the issue of affectivity and its influence on learning is still a relatively new topic in the area of Mathematics Education, especially in the national scenario. In the consulted magazines, there is no discussion about the teaching perspective of affectivity in the teaching of mathematics in the context of the transition from the fifth to the sixth year of elementary school, which denotes the originality of the present investigation. Based on the analyzes carried out in relation to the questionnaires and interviews with teachers, it can be inferred that fifth-year students have expectations in relation to the sixth year, often permeated by anxiety caused by sharing the same physical space, in the case of schools municipal and state units operating in the same building. It was also found that it is necessary to have affection in the classroom so that students can learn the school contents, so that the establishment of a relationship of trust between teachers and students, built through dialogue and affection, contributes with the teaching and learning processes, especially in Mathematics, as well as alleviating the difficulties faced by students in the transition process.