Banca de DEFESA: PALOMA ESTHER SOARES RAMIREZ

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : PALOMA ESTHER SOARES RAMIREZ
DATE: 29/09/2025
TIME: 19:00
LOCAL: https://meet.google.com/ijk-dswt-phf
TITLE:

Development of Interdisciplinary Projects: the contribution of affectivity during the transition period in the 6th grade of elementary school.

KEY WORDS:

Affectivity. Transition from early to later grades. Storytelling. Interdisciplinary projects. Affectivity in mathematics education.

PAGES: 88
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

The research addresses the contribution of affectivity and the development of interdisciplinary projects for 6th-grade students, focusing on the transition between lower and upper grades, as well as on learning difficulties exacerbated by the pandemic and functional illiteracy. The study investigated how active methodologies and storytelling can create a more welcoming and effective educational environment, fostering meaningful learning. To achieve this objective, the research focused on the influence of affectivity in mathematics teaching, with emphasis on the implementation of active methodologies and storytelling. This approach aimed to mitigate the challenges faced by students during the transition from lower to upper elementary grades and the functional illiteracy aggravated by the post-pandemic context. In this context, the study sought to develop an educational product that would strengthen teachers’ practical interaction and student engagement. The methodology adopted was qualitative in nature, using data triangulation involving document analysis, participant observation, and the collective validation of the educational product in the Research Group in Ethnosciences and Ethnomathematics (GEtCiMat). The study was inspired by two 6th-grade classes in a municipal school in Guapimirim-RJ, where data collection was carried out through descriptions of the interdisciplinary projects developed and the experiences lived by the author as a lead teacher. The educational product built from this practice has a formative and reflective character, serving as a flexible support guide for teaching practice. It brings together suggestions for interdisciplinary projects, proposals for activities, and spaces for self-assessment, based on affectivity, sensitive listening, and the appreciation of teachers’ concrete experiences, validated through discussions with a research group. The choice of the theme “affectivity in education” arose from the author’s personal experiences, having witnessed the positive impact of affectionate teachers throughout her academic trajectory. Based on these experiences, the author believes that affectivity in the classroom, combined with interdisciplinary projects, is fundamental for student engagement and, consequently, for learning, creating a welcoming and humanized environment. However, mathematics education in the 6th grade faces significant challenges, aggravated by the pandemic. School closures hindered literacy and increased reading and writing difficulties, while students, in transition to adolescence, face emotional issues and disinterest in classes. The theoretical framework explores the relationship between affectivity and learning, highlighting the importance of affection in cognition. Thus, it is grounded in the National Common Curricular Base (BNCC), the Statute of the Child and Adolescent (ECA), and in authors such as Silva (2022), Cesar Coll (1988), and Mattos (2021), who discuss the relevance of affectivity in the educational context. The text also addresses functional illiteracy and its implications, referencing INAF and UNICEF, and analyzes active methodologies and storytelling as strategies to engage students. It also draws on the theories of Wallon (1995), Piaget (1977), and Vygotsky (1998). Finally, the research showed that affectivity, combined with interdisciplinary projects, active methodologies, and storytelling, can improve student engagement and, consequently, mathematics learning among 6th-grade students. Furthermore, it highlights the importance of considering emotional and social aspects in the teaching-learning process, especially in challenging contexts such as those experienced.

COMMITTEE MEMBERS:
Presidente - 1849562 - MARCIO DE ALBUQUERQUE VIANNA
Interna - 1604226 - GISELA MARIA DA FONSECA PINTO
Externa à Instituição - SANDRA MARIA NASCIMENTO DE MATTOS - SME