EMOTION AS A PSYCHOLOGICAL (AND PEDAGOGIC) FUNCTION: A DISCUSSION ABOUT EMOTIONS IN PHYSICS TEACHING
This research was concerned about the negative reactions of high school students towards Physics classes. The alternative chosen to explore this scenario was the investigation of emotions in Physics Teaching. Supported by the theory of neurologist António Damásio, we start from the conception that emotions are reactions of the body that aim at survival and that cause a series of effects.
It is known that the learning process involves several factors, among them are emotions and their consequences. That is, hormones, neurotransmitters arising from emotional reactions, influence the transmission of information, which they do. part of learning. With this work, we aim to explore this influence of emotions in the classroom and present possibilities for measuring emotions.
Our proposal is to verify emotions in the classroom through the Emotional Climate, associated with the pedagogical practice adopted by the teacher. From the measurement of each student's emotion, it is possible to gather individual measures and indicate the Emotional Climate of the class. We analyze how the class feels every 5 minutes, compare it with the subject exposed by the teacher and the approach used.