Banca de QUALIFICAÇÃO: ALLANA CAROLINI DA SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : ALLANA CAROLINI DA SILVA
DATA : 14/10/2024
HORA: 14:00
LOCAL: Google Meet
TÍTULO:

AFFECTIVITY AS A PEDAGOGICAL POSSIBILITY TO HELP LEARNING

DIFFICULTIES IN THE TEACHING OF MATHEMATICS

PALAVRAS-CHAVES:

Affection; Mathematics teaching; Learning Disability; Affective learning.      

PÁGINAS: 70
GRANDE ÁREA: Outra
ÁREA: Ensino
RESUMO:

This research aims to understand the importance of the school environment in the formation of the student, focusing on the creation of spaces that favor both academic learning and social and emotional development. The study is based on the premise that the school must provide adequate conditions for learning, ensuring a comprehensive cultural and scientific education. According to Rinaldi (2002), Cunha (2017) and Wallon (1986), the school environment should be welcoming and stimulate both action and reflection, enabling students to become critical and autonomous citizens. To this end, we have affectivity as a possible place in the teacher-student relationship, in which affective pedagogical practices can play an important role in mediating knowledge, especially with regard to the difficulties of learning mathematics. To achieve these objectives, the research adopted a qualitative field approach, emphasizing content analysis, with data collected through semi-structured interviews with mathematics teachers at the Cora Coralina State School, located in Comodoro/MT. The research will explore the importance of affectivity in the teaching-learning process of mathematics and the impact of these relationships on learning difficulty, investigating teachers' perceptions and the challenges faced in integrating affectivity into pedagogical practices. This study aims to understand the school environment from the teachers' reports, to understand how affectivity is integrated or not into the school environment, and if this is an element considered important to support students who face learning difficulties. We start from theoretical assumptions that this affective integration contributes to a harmonious coexistence and promotes an education that values cultural and social differences, favoring an inclusive and welcoming environment. The analysis of the data aims to reveal whether educational practices that integrate affectivity as an essential component can improve teaching and learning. Thus, the research will seek to contribute to a more just and equitable society. The study highlights that a school that values diversity and promotes mutual respect plays a crucial role in the all-round development of students and in strengthening social bonds.

MEMBROS DA BANCA:
Presidente - 82411001 - ISABELA AUGUSTA ANDRADE SOUZA
Interna - 956.474.908-59 - FATIMA APARECIDA DA SILVA IOCCA -
Externa à Instituição - CRISTIANE DO NASCIMENTO GONÇALVES POLTRONIERI - UNIFACC-MT