Dimensão afetiva de professores de matemática do Instituto Federal do Rio Grande do Sul

Abstract

This research was developed in the Programa de Pós-Graduação em Educação Matemática (PPGEMAT) at Universidade Federal de Pelotas (UFPel). I sought to understand how the affective dimension of mathematics teachers at the Instituto Federal do Rio Grande do Sul – Campus Rio Grande (IFRS/RG) manifests itself in their relationship with Mathematics and its teaching-learning process. I argued that the affective dimension is an important component that inexorably participates in the teaching-learning process of mathematics, recognizing that the subjects involved in this process are unique and inseparable from their affective dimension. In agreement with these thoughts, several authors related teaching-learning issues with the affective dimension, such as Inés Maria Gómez Chacón and Henri Wallon. This work was based on Chacón (2003) with an emphasis on the understanding of the affective dimension and some of its descriptors (beliefs, emotions and attitudes) expressed by mathematics teachers. A qualitative research was developed, using the Online Collection with Online Recruitment (OCOR) model, using the case study method. Digital tools, such as Google Platform and Google Meet forms, were used to carry out online forms, in which I identified the manifestation of emotions, attitudes and beliefs. I was able to answer my research question and the general and specific objectives, relating the affective dimension with the manifestations of some of its descriptors with the questions proposed to mathematics teachers who teach in high school at IFRS/RG. Finally, I show some perspectives of continuity for this research.