Formação de professores na perspectiva da matemática emocional nos cursos presenciais de Licenciatura em Matemática da Universidade Federal de Pelotas

Abstract

This master thesis was developed in the Programa de Pós-Graduação em Educação Matemática (PPGEMAT) of the Universidade Federal de Pelotas (UFPel). We sought to analyze the presence of emotional Mathematics in the initial training of teachers from the face-to-face undergraduate courses in mathematics at UFPel in order to find evidence of the presence of Emotional Mathematics. This work was based on Chacón (2003) to understand the affective dimension and some of its descriptors (beliefs, emotions and attitudes). An overview of the regional context of the theme was developed about the face-to-face courses of Degree in mathematics of the Federal Universities of Rio Grande do Sul. It was noticed that, of the six institutions analyzed, only three had evidence of emotional Mathematics. These are: Federal University of Santa Maria (UFSM), Federal University of Rio Grande (FURG) and Federal University of Pelotas (UFPel). This is a qualitative research with a documentary nature that analyzed the pedagogical projects of the initial training of teachers from the face-to face undergraduate courses in mathematics at UFPel. In addition to the syllabi of the courses, elements such as graduate profile, course objectives, among others, were analyzed. In the PPC of the face-to-face courses of undergraduate mathematics at UFPel, although there are no direct mentions of emotional mathematics, it is possible to identify its presence in several points of the document: in the presentation, in the justification and in the objectives of the courses, in the profile of the graduate, in the skills and abilities of the future mathematics teacher; in student support (Mathematics Reception project); in compulsory internship; in complementary training; and in some disciplines. The PPC values emotions in teaching and learning by promoting a comprehensive training of teachers with emotional sensitivity. The compulsory internship and complementary training (integrative studies) consider the emotional dimensions of the students. In addition, the PPC highlights the importance of relating theory and practice, creating and planning pedagogical actions, and considering the cultural profile of students. The discipline of Fundamentals of Educational Psychology addresses the topic of school failure related to beliefs and emotions. The disciplines of Teaching Profession, Socio-historical-philosophical Foundations of Education and Sociocultural Mathematics contribute to the presence, even if implicit, of emotional Mathematics in the PPC. It is considered that topics related to the scope of the affective dimension should be part of the training of Mathematics teachers, so that they understand the importance of affective relationships in the teaching and learning processes.