A vivência da empatia na experiência da prática de ensino e aprendizagem de matemática

Abstract

This work addresses the topic of empathy between educator and student. More precisely, we will address the following investigative question: how do mathematics teacher’s experiences of empathy experienced as students affect their learning processes and how can teachers of this discipline have a more empathetic position towards their students? To answer this question, descriptive qualitative research was carried out based on the phenomenological method according to the variant proposed by Sanders for empirical phenomenological research. In this research it was observed that teachers recognize the importance of empathy in learning mathematics, this recognition being based on the belief that if they had had empathy from their teachers, that is, if teachers had paid more attention, presented more openness to identify the learner’s difficulties and had established more affective relationships with the students, the teachers could have achieved better results in terms of the student’s learning processes.