Domínio afetivo presente nas relações estabelecidas com a Matemática por alunos do 5º e 9º ano do Ensino Fundamental

Abstract

At the level of organization of Brazilian education, discussions on some aspects of the affective domain were introduced during the elaboration of the Common National Curricular Base (CNCB). In the construction of this document, the socio-emotional skills necessary for the development of students were listed, including self-awareness, self-management, social awareness, relationship skills and responsible decision-making. Even if in less depth, it is a beginning to think about the importance of the aspects of the affective domain for education that seeks the integral development of students, taking into account cognitive and affective aspects.. Our research object is the affective domain in school mathematics education, with an emphasis on students' beliefs, emotions, feelings, attitudes and values in relation to school mathematics. Our research was guided by the following question: What aspects of the affective domain are highlighted by students in relation to school mathematics? The research has the general objective of tomake explicit the aspects of the affective domain evidenced in the speeches of the students of the 5th and 9th grade of Elementary School.The specific objectives are: to point out aspects of the affective domain present in the relationship between teachers and students and between these subjects and mathematical knowledge at school; evidence factors that can favor feelings, emotions, beliefs, attitudes and positive or negative values in the relationships established with Mathematics at school and present characteristics of the affective domain in the 5th and 9th grade of Elementary School that represent the relationships they establish with school Mathematics and with teachers and colleagues.To carry out the data collection, we used the questionnaire as an instrument, which was applied to 232 students in the 5th and 9th grades of Elementary School. Data analysis was performed through textual discursive analysis (MORAES; GALIAZZI, 2016) and with the support of Clusters generated by the Software Mathematica. The theoretical basis of this work relied on the studies of Wallon (2005), Gómez Chacón (2013), Charlot (2013), among others. Among the aspects of the affective domain evidenced in the students' responses are those that involve attitudes towards mathematics, beliefs about mathematics, feelings and emotions. Liking was one of the elements of the affective domain highlighted by students in the relationships established with mathematical knowledge; interaction and personal characteristics were considered important in the relationship between teachers and students; students have beliefs that affirm that attitudes such as effort, dedication, concentration, focus, are fundamental for them to be able to learn mathematics.