AFFECTIVITY IN THE TEACHING-LEARNING PROCESS: POSSIBILITIES FOR INCLUSION-BASED EDUCATION

Abstract

According to theoretical studies and practical observations, games and affection redefine and create a safe environment for students, thus reducing the anxiety that mathematics can cause. They thus promote a proactive attitude in learning, facilitating the understanding of content. This article aims to investigate the effectiveness of playful approaches through the construction of games, focusing on the emotional bonds created in the classroom and in the environment intended for Specialized Educational Assistance (AEE). Observing the full-time school context, this possibility is provided to closely monitor the development of students, based on the construction of games, also impacting the affection of the teacher-student and student-student relationship. The AEE classroom and the LABMAT (located in Pernambuco-PE) are indispensable supports for the basic teaching of Mathematics in the inclusive context, which will be sought to highlight in this study.