Navegando por Autor "Barbosa, Jennefer Aline Lima"

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    Entre traumas e encantamentos: a afetividade de licenciandos em matemática e sua projeção na prática docente
    (2025-12-18) Barbosa, Jennefer Aline Lima; Henriques, Lucas de Stefano Meira; http://lattes.cnpq.br/3599382596501988; Castro , Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154; Melo , Enaldo Vieira de; http://lattes.cnpq.br/1041528154664700
    This work proposes a reflection on the role of affectivity in the training of mathematics teachers,based on the perspective of undergraduate mathematics students at the Federal Institute ofAlagoas, Maceió campus. The research seeks to understand how the emotional experiences livedby these students throughout their journey with the discipline influence the way they projecttheir future teaching practice. Thus, the affective relationship built with mathematics – whethermarked by blockages, fears, or enchantments – can function as a pedagogical legacy, beingtransmitted, even unconsciously, in the practices that these future teachers will develop. Themethodology adopted is qualitative, based on semi-structured interviews conducted with tenundergraduate students distributed across different periods of the course. The data were analyzedfollowing the assumptions of Bardin’s Content Analysis (2016). The results showed that affectiveexperiences with mathematics, marked by both traumas and enchantments, exert a significantinfluence on the constitution of teacher identity. It was observed that negative experiences, suchas fear, blockages, and authoritarian teaching practices, tend to generate insecurities and concernsabout future performance, while positive experiences, associated with teacher support, conceptualunderstanding, and encouragement, favor a more sensitive, empathetic, and humanized approachto mathematics teaching. Furthermore, participants demonstrated an intention to reframe theirown school trajectory through pedagogical practices that value dialogue, emotional support, andthe affective mediation of learning. By highlighting how affectivity permeates teacher training,this work contributes to the debate on the humanization of mathematics teaching, proposing asensitive listening to the emotions that permeate educational practice.