Navegando por Assunto "Epistemologia do uso"

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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.
Acesso aberto (Open Access)
A Terapia de Wittgenstein e o ensino de Álgebra
(Universidade Federal do Pará, 2016-12-07) TEIXEIRA JUNIOR, Valdomiro Pinheiro; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
This research is based on Wittgenstein’s therapy proposed for an analysis of algebra teaching. We presented here philosophical traditional conceptions in educational theories that relate to the essentialist and referential conceptions, among which the piagetian constructivism. Wittgenstein's therapy is opposed to Platonic essentialism and to the referential conception of language. This philosophy points to the conventional nature of our foundations, including the philosophical traditions, here extended to educational theories. In this sense, we bring the epistemology of the use of Arley Moreno as Wittgenstein’s therapy contribution to understanding how is the knowledge of where we seek to formulate some theoretical assumptions of learning. We conducted an epistemological analysis about algebra, where we show its evolution and its relation to the way of thinking their teaching. The algebra is constructed as a language, and thus presents the grammatical features in the sense Wittgensteinian. From the theoretical framework presented undertake an analysis of texts and documents: 102 dissertations and theses between 2006 and 2015, four prominent references, official documents from the PCN and five textbooks, highlighting in all these the algebra teaching and the theoretical framework followed. The essentialist and referential conceptions are present in the construction of algebraic knowledge in the course of history, and therefore, in his teaching, presenting in the form of educational theories that seek extralinguistic fundamentals to explain how is knowledge. The Wittgenstein’s philosophical therapy can contribute presenting the confusion caused by such philosophical foundations of historical algebra construction, as well as its teaching, as it has a non-essentialist character and believes that is the language the source of production of meanings. We aim to perform an analysis based on Wittgenstein's therapy, to understand these philosophical foundations, which cause confusion, the possible paths of research and, consequently, the teaching of algebra, and thus present pedagogical possibilities. We intend to present not only the confusions and their consequences, but the possibilities offered by the Wittgenstein’s therapy, for the understanding of theoretical conceptions in use in education, seeking to bring, then, possibilities of research and teaching of school algebra. From the epistemology of use, algebra can be understood as having a grammar, and thus, it is autonomous, arbitrary and enables internal relations of meaning. The autonomy of the student is given from the knowledge of rules and their uses in various situations. The student starts from a given point not predivible a priori, the "bid" in the language game involving algebra, including applying rules to other types of unfamiliar situations and not due to a priori knowledge of the content.