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Esta dissertação constitui o produto do esforço de investigação acerca da importância da afetividade no sucesso escolar da matemática no ensino primário. O objetivo primordial era o de analisar a importância da afetividade no processo ensino-aprendizagem e na relação pedagógica professor-aluno. Porém, este objetivo encontra-se em consonância com o estado da arte, que está focado, essencialmente, no papel da afetividade no sucesso escolar, partindo de várias perspetivas teóricas e destacando o papel da afetividade na sala de aula e na atuação dos professores. De facto, o bom professor e o sucesso do aluno na sala de aula encontram na ludicidade um caminho para o sucesso em Matemática. Assim, o problema de investigação e a discussão são enriquecidos por uma abordagem empírica que contou com a participação de cerca de 93 sujeitos, primando por uma metodologia inovadora que coadune a investigação com a problematização, o que justifica o estudo quer do papel da afetividade na sala de aula, quer do comportamento do professor. Por fim, a discussão dos dados conduz à conclusão de que a afetividade é a base da construção da personalidade do aluno nos primeiros anos de escolaridade. Apesar da complexibildade dos resultados da observação, temos um texto fácil de ser compreendido, pois sobressai a capacidade de problematizar. E, será sem duvidas profícuo para professores e alunos, particularmente para quebrar o tabu de a Matemática ser uma disciplina difícil de compreender.
This dissertation is a product of the research effort about the importance of affectivity in school success in mathematics in elementary education. We focused on the primary objective of analyzing the importance of affectivity in the teaching-learning process and in the teacher-student pedagogical relationship. This purpose is in line with the state-of-the-art, wich focus on the role of affectivity in school success, based on several theoretical perspectives, underlining the role of affectivity in the classroom and in performance of teachers. In fact, the good teacher and success of the student in the classroom find in playfulness a path walked towards success in the teaching of Mathematics and the profile of the teacher.However, the problematic situation and the discussion are enriched by an empirical approach with the participation of about 93 subjects, and we are committed to an innovative methodology that fits with the research on the subject in question, since this problem is more justified in the role of affectivity in the classroom and teacher performance. The use of the methodology culminates with the discussion of the data that affectivity and the basis of the construction of the student's personality in the first years of schooling.Despite the complexity of the results of the observation, we have a text that is easy to understand, because it stands out the ability to problematize. And, it will undoubtedly be fruitful for teachers and students, peculiarly to break the taboo of mathematics into a difficult discipline to understand.
This dissertation is a product of the research effort about the importance of affectivity in school success in mathematics in elementary education. We focused on the primary objective of analyzing the importance of affectivity in the teaching-learning process and in the teacher-student pedagogical relationship. This purpose is in line with the state-of-the-art, wich focus on the role of affectivity in school success, based on several theoretical perspectives, underlining the role of affectivity in the classroom and in performance of teachers. In fact, the good teacher and success of the student in the classroom find in playfulness a path walked towards success in the teaching of Mathematics and the profile of the teacher.However, the problematic situation and the discussion are enriched by an empirical approach with the participation of about 93 subjects, and we are committed to an innovative methodology that fits with the research on the subject in question, since this problem is more justified in the role of affectivity in the classroom and teacher performance. The use of the methodology culminates with the discussion of the data that affectivity and the basis of the construction of the student's personality in the first years of schooling.Despite the complexity of the results of the observation, we have a text that is easy to understand, because it stands out the ability to problematize. And, it will undoubtedly be fruitful for teachers and students, peculiarly to break the taboo of mathematics into a difficult discipline to understand.
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Keywords
Afetividade Educação Relações Humanas