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RESUMO: Este projeto busca permear as consequencias da falta de identificacao que professores possuem com a Matematica. A proposta do trabalho tem o intuito de desmistificar que o ensino e aprendizagem da Matematica e um fator complicado ou dificil para muitos, mas pode ser significativo e prazeroso se empregado com lacos de identificacao como que se esta fazendo. Neste contexto, o trabalho se baseia em linhas teoricas e praticas, por meio de pesquisas em campo que realca o estudo, atraves de questionarios, a fim de investigar a real empatia com a Matematica de nossos docentes, assim como as concepcoes que os alunos-professores em formacao tem de suas praticas pedagogicas no empreender o ensino-aprendizagem desta area de estudo e a importância das consequencias que esta falta de identificacao com a area traz ao processo de ensino desta disciplina tao importante na formacao do aluno e na sua relacao com outras areas de estudo. Os resultados mostram que dificuldade com os conteudos matematicos, bem como a falta de afinidades com a disciplina, advem de uma dificuldade ou medo da aprendizagem da area desde suas formacoes anteriores. Desse modo, ao estabelecer o sentimento do gostar do que faz, teremos mais chances de ser um bom profissional na area, ponto fundamental para que o enlace entre seus saberes previos e os processos de formacao fomente numa caminhada para um ensinar com dedicacao, sentimento e amor. Palavras-chave: Ensino da Matematica, Paixao na Educacao, Formacao docente. ABSTRACT : This project seeks to permeate the consequences of failure to identify that teachers have with mathematics. The proposed work has the aim to demystify the teaching and learning of mathematics is a factor too complicated or difficult, but it can be significant and satisfying to be employed with identifiable ties as you are doing. In this context, the work is based on theoretical and practical lines through field research that highlights the study through questionnaires in order to investigate the real empathy with the mathematics of our teachers, as well as the concepts that students- training teachers have their teaching practices in undertaking the teaching and learning of this study area and the importance of the consequences of this lack of identification with the area brings to the process of teaching this very important discipline in student education and its relationship with other Study areas. The results show that difficulty with the mathematical content and the lack of affinity with the discipline comes from a difficulty or fear of the area learning from their previous training. Thus, to establish the feeling of like what you do, we will have more chances to be a good professional in the field, key point to the link between their previous knowledge and training processes foster a walk to one teach with dedication, feeling and love. Keywords: Teaching Mathematics, Passion in Education, Teacher training

A falta de empatia no ensino de Matemática um estudo da prática docente e sua afinidade com a área de formação