Navegando por Autor "SILVA, Carlos Evaldo dos Santos"

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Concepções de significado: implicações no ensino da matemática na alfabetização
(Universidade Federal do Pará, 2015-03-20) SILVA, Carlos Evaldo dos Santos; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
Discuss the implications of the language design have in teaching mathematics literacy is the goal of this work. For this, we will support the understandings of the meaning of language present in the second philosophy of Ludwig Wittgenstein. In seeking to attribute meaning to the mathematical language we found two perspectives: one understands the language as mere representation of objects in the world, whether real, imaginary or mental, that is, its meaning would be those loved extralinguistic - referential; the other delegates to the language the starring role, considering it as a constituent element of the world, which carries in it its meaning - the pragmatic. It is the latter that dissolves, in our view, the existing confusion in the teaching of mathematics education and that gives us better answers to the problems concerning the significance of knowledge of this discipline. Our empirical research took place with a literacy professor at the Rede Municipal de Educação de Belém times when we have seen his performance in the classroom and in an interview that enabled us to understand their views on language and that confusion would result from them. We note that the reference design is dominant and that three major confusions are present: the first is to assign a rule necessarily a descriptive function; the second is to not consider the various language games that make up the daily life of the classroom; and the last is the call to leave the traditional teaching, based on a supposedly practical "mechanics" and "passive" by a school that provides the "autonomy" of our children, enabling them to be naturally build your knowledge, and devalues mischaracterizes the main function of the teacher who is teaching.
Acesso aberto (Open Access)
Jogos de linguagem na alfabetização matemática
(Universidade Federal do Pará, 2021-10-21) SILVA, Carlos Evaldo dos Santos; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
The objective of this thesis was to understand the functioning of language, based on Wittgenstein's concept of language game, its function in the acquisition of knowledge and its relevance for teaching numbers in literacy. For this, an investigation was carried out through the teaching practices of a literacy teacher regarding the concept of number. This investigation was based on theoretical-philosophical assumptions supported by the reflections of the second Wittgenstein, more precisely on Wittgenstein's own philosophical therapy and Moreno's Epistemology of Use, also inspired by Wittgenstein. Thus, it was discussed the function of language in the constitution of the concept of number and the epistemological conceptions of number in two perspectives, a Piagetian and a Morenian, and how they can significantly modify the practice of the literacy teacher. The empirical research, which provided the data for the analyses, was carried out with a literacy teacher from a municipal public school in Belem do Para and consisted of observations from a class on numerical writing in the Indo-Arabic Decimal Numbering System. The conclusion reached and announced in this thesis is that the understanding of the functioning of language, based on the concept of language game and that the first relations of the linguistic sense are already epistemic activities, places language at the center of the process educational and points to other possibilities, different from those hegemonically present in the field of Mathematics Education, of conceiving the teaching of mathematics, which may have important consequences in relation to the teaching practices of the teacher who teaches mathematics and the learning of students, especially in literacy.
Acesso aberto (Open Access)
Jogos de linguagem na alfabetização matemática
(Universidade Federal do Pará, 2021-08-10) SILVA, Carlos Evaldo dos Santos; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
The objective of this thesis was to understand the functioning of language, based on Wittgenstein's concept of language game, its function in the acquisition of knowledge and its relevance for teaching numbers in literacy. For this, an investigation was carried out through the teaching practices of a literacy teacher regarding the concept of number. This investigation was based on theoretical-philosophical assumptions supported by the reflections of the second Wittgenstein, more precisely on Wittgenstein's own philosophical therapy and Moreno's Epistemology of Use, also inspired by Wittgenstein. Thus, it was discussed the function of language in the constitution of the concept of number and the epistemological conceptions of number in two perspectives, a Piagetian and a Morenian, and how they can significantly modify the practice of the literacy teacher. The empirical research, which provided the data for the analyses, was carried out with a literacy teacher from a municipal public school in Belem do Para and consisted of observations from a class on numerical writing in the Indo-Arabic Decimal Numbering System. The conclusion reached and announced in this thesis is that the understanding of the functioning of language, based on the concept of language game and that the first relations of the linguistic sense are already epistemic activities, places language at the center of the process educational and points to other possibilities, different from those hegemonically present in the field of Mathematics Education, of conceiving the teaching of mathematics, which may have important consequences in relation to the teaching practices of the teacher who teaches mathematics and the learning of students, especially in literacy.