Navegando por Assunto "Jogos de linguagem"

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Etnofísica e linguagem
(Universidade Federal do Pará, 2015-12) SOUZA, Ednilson Sergio Ramalho de; SILVEIRA, Marisa Rosâni Abreu da
Ethnophysics Knowledge relates to a special class of workers: the craft masters, that is, professionals who have extensive expertise in mobilizing scientific knowledge in fundamentally practical occupations. Our interest is in canoes builders. One question to answer is: how they use language to express their knowledge in science and math? The objective is to investigate the relationship between language and ethnophysics know in the context of building canoes. Specifically we intend: to investigate how the canoes builders express their knowledge about the concept of buoyancy; relate this knowledge to what is learned in textbooks and propose educational guidelines intended to use the ethnophysics in the classroom. We did an ethnographic case study with structured interview a master of a municipality from Pará-Brasil. Initial results show that he uses in his practice the same physical principles of density and buoyancy that would use an engineer or teacher to think about buoyancy; however, the language games mentioned in the interview seem to "mask" the scientific techniques developed in the practice of their craft.
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.
Acesso aberto (Open Access)
O Professor como tradutor da linguagem matemática : um enfoque nos atos comunicativos presentes na sala de aula sob a ótica dos estudos da tradução
(Universidade Federal do Pará, 2024-05-27) PEREIRA, Darlan Douglas Barros; SILVA, Paulo Vilhena da
This dissertation aims to describe the language games of the translation type, which is found in the teaching of mathematics in Elementary School II, from the perspective of translation studies. This is an exploratory and field research, of a qualitative nature, which was developed through Discursive Textual Analysis, based on investigations/observations carried out in the school environment, that is, with two teachers from a municipal public education network, in two different regions of Pará, the first in the municipality of Marapanim and the second in the municipality of Curuçá. Initially, guidance was sought from the perspective of authors who address the topic in question, with the ideas presented by the main commentators of Wittgenstein's “Philosophical Investigations” being highlighted as the focus of the research. From this investigation, it was possible to observe the language games that are immersed in the communication process present in the act of teaching mathematics, highlighting the game of the translation process, examining the rules that govern this language game based on the observation of the types and, consequently, characteristics of this translation. Based on the reflections made on translation present in mathematics teaching, it becomes evident that the intentionality of the teacher/translator is one of the inseparable factors of their pedagogical practices, making it necessary to reflect on the understanding of mathematics teaching under the perspective of translation studies. As a result, the translations described in this dissertation highlighted the main characteristics present in these translations, such as: Mastery of the source and target languages, Plurality of versions and cultural variation. In line with this, emerging characteristics were also observed in the translations made by teachers in general, which would be discourse, understanding, interpretation and reformulation and the search for equivalences, as well as the construction of comparisons. In addition to what has already been said, it was observed in the classes of the two teachers studied that these teachers, in their language games (translations), had their pedagogical practices based on the paradigms “fidelity versus betrayal” and “translating meaning or word”. The results indicate that it is still possible to observe that the vast majority of mathematics teaching does not take into account the language that is being used to explain a certain mathematical object/content. And according to authors presented with regard to teaching mathematics, this process will allow students to not understand what the teacher is explaining.
Acesso aberto (Open Access)
Tradução da linguagem matemática para a libras: jogos de linguagem envolvendo o aluno surdo
(Universidade Federal do Pará, 2015-10-23) COSTA, Walber Christiano Lima da; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
In this research, we present a study about the translation of mathematical language into the Brazilian Sign Language - Libras, discussing the language games present in deaf education. Our main goal is to investigate how the deaf student translates texts in mathematical language into sign language. Therefore, we seek support in the concepts of language games and see how of the second moment of Wittgenstein's philosophy. We selected these concepts to believe that the deaf student uses the ways of seeing the mathematical language that is by writing, as well as the way he deals with other languages that are intertwined with it such as Portuguese and Libras and that manifest themselves in many language games that involve mathematics learning of deaf students. At a first moment the methodology is characterized by a bibliographic search, drawn upon for the readings linked to the philosophy of language, deaf education, inclusion and mathematical language. In a second moment, a field research with deaf students of the 1st year of high school in order to check on in loco how they do a translation of mathematical language into sign language in the classroom. From the qualitative approach, we found that deaf students use of predominant form the reference model of language, in other words, a word-sign, which often fail to understand the real meaning of the word in the mathematical statement.
Acesso aberto (Open Access)
A utilização de gestos ostensivos no ensino de conceitos matemáticos : uma investigação à luz da filosofia de Wittgenstein
(Universidade Federal do Pará, 2018-01-22) OLIVEIRA, Marcelo de Sousa; SILVEIRA , Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
In this research I investigate the use of ostensive gestures in the teaching of mathematical concepts. The justifications are based on the possibility of generating subsidies for an understanding of the explanation and understanding of these concepts, through discussions on the construction of the sense in this specific field of knowledge. The search is characterized as theoretical, but, in function of the theoretical reference, I use examples of teaching situations extracted from official curriculum guidelines, textbooks or simply situations formulated to illustrate the discussion, in order to clarify the region of investigation, which constitutes a methodology that has inspiration in Wittgensteinian philosophical therapy. The analysis was based on the philosophy of Ludwig Wittgenstein, for which ostensive gesture is a linguistic instrument that allows us to establish an internal connection between a word and the object to which we point. My analysis points out that the ostensive gesture can favor the understanding of mathematical concepts, insofar as it is configured as a means of presenting linguistic conventions, however, it can also cause misunderstandings when presented in an ambiguous way, which makes it difficult to have an adequate training for the students to master the technique associated with the constitution of the meaning of the concept in question.