SUCCESSFUL EXPERIENCES IN PSYCHOLOGY OF MATHEMATICS LEARNING

DIDACTIC CHOREOGRAPHIES, AFFECTIVITY AND FREIREAN PEDAGOGY IN FOCUS

Abstract

The aim of this article is to problematize about the psychology of mathematics education, emancipatory education and didactic choreographies. In addition, to describe the impact of a successful, streamlined and interdisciplinary pedagogical practice, in the midst of the pandemic and remote teaching. Thirteen students of the Degree in Mathematics participated os the study, they´re from a public university in the northeast. For this, a qualitative investigation was carried out, of an exploratory nature, with the experience of two rounds of debates and animation exhibition on the theme. As a methodological support for data processing, the thematic content analysis technique was used. Of the results, the following stand out: the debate regarding the possibility of deconstructing bad situations involving the context of mathematics teaching-learning, about the failure of mathematical learning, the activation of precepts of meaningful learning, situations that trigger permanence and success, and the redefinition of the student's role in active learning.