Navegando por Assunto "Language games"

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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 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.