A relação entre afetividade e cognição no ensino de Ciências e Matemática nos anos iniciais : vivências de professores formadores e seus reflexos na formação inicial

Abstract

The need to overcome the traditional dualist vision of the man who insists on explaining the construction of knowledge and thought as distinct and inarticulate actions was what the main reason for conducting this research, which shows the following problem that needs answering: what is revealed in the speeches of teacher trainers about the relationship between affectivity and cognition in the teaching of Science and Mathematics and what are the implications of this relationship in the training of future teachers? Given the fact that this research was conducted in the context of Education course at Univesidade Federal Roraima (UFRR), it aimed to analyze the relationship between affectivity and cognition in the speeche of teacher trainers who teach Science and Mathematics and their reflections in the training of future teachers. Taking into consideration the nature of the study, this research was done based on the assumptions of the qualitative approach and supported by the epistemological basis of Henri Wallon's studies, which highlight the psychogenesis of the person as a whole, and Vigotski's contributions from the perspective of cultural-historical Psychology with regard to emotions, by showing the indispensable character of mediation in social relationships. Data production was based on the speeches of teacher trainers and students of the above mentinoned course, and the were prepared by means of semi-structured interviews with teacher trainers and the Focus Group involving students of Supervised Internship II. Taking into account the characteristics of the data produced, the Discursive Textual Analysis (DTA) was found to be the most appropriate analysis technique because it collected data essential for the elaboration of the analyses categories, which led to the production of the interpretative text about relationship between affectivity and cognition in the teaching of Science and Mathematics in the early years. The interpretations produced revealed that when teaching practice is carried out by the principles of inseparability of affective and cognitive aspects, it affects students and teachers, favoring the resignification of experiences with the teaching of Science and Mathematics, in order to overcome the myths and fears constructed historically around those schooll subjects. The research points out to the need to offer new organizations for teacher training courses by finding in them spaces for the construction of knowledge in all their dimensions, including the affective one, which is so neglected in the academic training process that it still gives priority to the elements of cognitive domain rather than the elements of affective domain, which makes the integral training of the human being difficult.