The affective relationship with mathematics

the case of high school graduates of a quilombola community in the interior of Ceará

Abstract

The present work aims to investigate how the teaching of mathematics affected students from a quilombola community in Ceará, who completed high school between the years 2019 and 2021. We understand that the quilombola students bring with them their own desires and needs, which must be considered in the mathematical teaching process, so as to provide a more that involves the students in a constructive process and explains Mathematics as a present and active science in our school context, social and personal. In the meantime, we observed the importance of the affective dimension in the school environment, applied to the teaching of mathematics, experienced by former students. For this, qualitative research was carried out, whose data were produced from the technique of the focus group. A field diary was used as an auxiliary instrument, for notes regarding the behavior of the subjects, as well as their comments and reactions about the moment. In addition, a script with 10 questions was developed in order to understand how the teaching of mathematics affected students from the quilombola community. To assist in questions related to interpretation and analysis, the moment was recorded, with the consent of the subjects, for a more detailed investigation of the action, preserving the confidentiality and anonymity of the participants. The students' opinions show that at different moments of the Mathematics classes, either in explanations, team dynamics, teacher-student interactions and/or only between colleagues, feelings such as confidence and nervousness impact the way knowledge is learned. The factors present in affective relationships are linked to the discipline, making each individual develop his knowledge and his way of seeing mathematics in a unique way. Thus, the teaching of the discipline not only broadens students' previous knowledge, but also integrates the area’s relations with new situations, in which affectivity can help understanding. This research indicates that the affective relationships that appear in the learning process contribute to the learning of mathematics and, in a complementary way, can influence the behavior of students in the classroom.