A relação entre afetividade-cognição no contexto de um projeto de ensino em matemática para os alunos do 6º ano

• Ano de defesa: 2025
• Autor(a) principal: Silva, Maria Gabriela da
• Orientador(a): Andrade, Susimeire Vivien Rosotti de
• Banca de defesa: Silva, Sandra Aparecida Fraga da , Silva, Luciana Del Castanhel Peron da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Afetividade-cognição; Ensino de matemática; Histórico-cultural
• Palavras-chave em Inglês: Affectivity-cognition; Mathematics teaching; Historical-cultural
• Palavras-chave em Espanhol: Afectividad-cognición; Enseñanza de matemáticas; Históricocultural
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://tede.unioeste.br/handle/tede/7888

The relationship between affectivity and cognition, often treated in a dissociated way, has been revisited by approaches that understand these processes as inseparable. From the perspective of Cultural-Historical Theory, this unity is fundamental to human learning and development. Based on this assumption, the general aim of this research is to analyze the relationship between affectivity and cognition in the context of a mathematics teaching project. The bibliographic survey examined recent academic productions that discuss the relationship between affectivity and cognition in teaching, identifying gaps and possibilities for the organization of teaching, while the field research, conducted in a state school in the city of Santo Antônio do Sudoeste, Paraná, focused on the application of a teaching project based on Triggering Learning Situations, mobilizing students to carry out the tasks. The data obtained during the interventions was analyzed using Bardin's Content Analysis method, structured into the categories “Affectivity in the Learning Process” and “Cognition Mediated by Mathematics Teaching”. The results show that the affective-cognitive unit, far from being restricted to the creation of motivating environments or the interpersonal bond between teacher and student, also manifests itself in the relationship between the student and mathematical knowledge. Strategies such as the use of narratives that connect mathematical content to meaningful contexts and the teacher's intentional mediation are effective in integrating the affective and cognitive dimensions in the teaching-learning process. In addition, it was observed that the affective-cognitive unit in teaching depends on the link that the teacher establishes with knowledge, since only a teacher who attributes personal meaning to their teaching activity is able to mobilize actions that favour this integration in students. It is concluded from the bibliographical and field research that the organization of mathematics teaching, based on affectivecognitive unity, enhances the appropriation of concepts, develops the emotional bases of learning and contributes to the integral formation of students. The research provides theoretical and practical support for educators, reinforcing the importance of methodologies that articulate cognition and affectivity as a central principle in the educational process.