O PAPEL DO PROFESSOR DE MATEMÁTICA NAS AFETIVIDADES DO COTIDIANO ESCOLAR/UNIVERSITÁRIO

Abstract

The objective of this work was to bring the importance of the affective role of the professor of mathematics in the school environment, investigating how this role has been played in the math course of the Federal Institute of Education, Science and Technology of Goiás - Campus de Urutaí. The main focus of the study is to investigate and analyze the influence of affectivity on mathematical learning and the role of the teacher in the face of this affectivity. It also investigates the difficulties and feelings that students develop when learning mathematics. The project consists of a bibliographic and qualitative research, which was based on authors such as Chacón (2003), Medeiros (2005), Freire (1996), among others, and also presents results from a questionnaire with students of the aforementioned degree course. Through this work it is concluded that affectivity is a fundamental role in the students' learning and that all educators should be aware of it, because they should also be able to transmit trust and affection. Mathematics may or may not have relevance in students' lives, and this question may be related to the method in which mathematics is presented. It is important that mathematical knowledge be contextualized, bringing meaning to what the student is learning, because the moment the student understands the content he becomes more autonomous. And the teacher has a direct affective influence on the decision-making of the students and the development of their learning.