Emotions in the teaching and learning of Mathematics: systematic reviews in dissertations and theses (2014 - 2024)
Mathematical education; Emotions; Teaching and learning; State of knowledge; Pedagogical manual
This dissertation aims to analyze how mathematics and emotions are approached in teaching and learning in dissertations and theses between 2014 and 2024. The research, with a qualitative approach and applied nature, adopts the multipaper structure, organized into three articles, in addition to the introduction and final considerations. In the first article, a systematic review of the State of Knowledge type is presented, based on Romanovski and Ens and Alencar and Almouloud, mapping dissertations and theses from 2014 to 2024 available on the CAPES platform, perceiving the disparity of interest by gender and region, besides recurring emotions. In paper II, an analysis of Bardin was made in the research related to paper I, revealing emotions ranging from anxiety and fear to pride and motivation, as well as perceiving the influence of family beliefs and the use of art resources, technology and emotional intelligence as strategies to deal with these emotions. Article 3 presents the construction of the pedagogical manual focused on identification, reception and regulation of recurrent emotions in the classroom. The theoretical references evoked in the works, such as Chacón, Damásio, Vygotsky, among others, dialogue with Emotional Intelligence and BNCC Guidelines. The results demonstrate the importance of self-knowledge and the affective dimension, triggering practical guidelines for teacher training that provided the creation of the product that reflects on the aspects found in the research carried out.