Fatores afetivos na aprendizagem estatística em contexto STEAM-h
DOI:
https://doi.org/10.48489/quadrante.42168Palavras-chave:
STEAM-h, Fatores afetivos, Aprendizagem matemática, Estatística, Relações interpessoais, Ensino interdisciplinarResumo
Este artigo analisa o impacto da abordagem STEAM-h no desenvolvimento de fatores afetivos na aprendizagem da Matemática, com foco na Estatística e nas competências interpessoais. A intervenção, de natureza qualitativa e com orientação de investigação-ação, decorreu com alunos do 11.º ano, integrando a exploração de problemas reais e socialmente relevantes em projetos interdisciplinares. A recolha de dados incluiu questionários, portefólios, observações e reflexões escritas. Os resultados revelam um aumento expressivo na motivação, no interesse e na perceção da utilidade da Estatística, bem como na qualidade das interações entre os alunos. A personalização temática, a colaboração e o acompanhamento contínuo da professora foram identificados como fatores importantes para o envolvimento cognitivo e emocional dos alunos. A análise evidencia que a articulação entre exigência disciplinar e apoio relacional promoveu aprendizagens significativas e um ambiente emocionalmente seguro. Estes dados corroboram os referenciais teóricos que valorizam a dimensão afetiva da aprendizagem, sugerindo que o modelo STEAM-h contribui para uma educação matemática mais humanizada, inclusiva e alinhada com os desafios contemporâneos. O estudo reforça a importância de integrar intencionalmente a componente relacional no ensino da matemática, reconhecendo os alunos como sujeitos ativos, emocionais e colaborativos no processo de construção do conhecimento.
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