Navegando por Assunto "Wittgenstein"

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O modelo referencial da linguagem na tradução-interpretação da linguagem matemática pelos surdos usuários da Libras
(Universidade Federal do Pará, 2019-03-28) COSTA, Walber Christiano Lima da; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
This thesis presents a study about the use of Referential Model of Language in the translation-interpretation of mathematical language by the deaf users of Libras. This study aims to: inves- tigate the influences of the use of the Referential Model of Language by deaf students in the learning of mathematics; analyze the translation processes of deaf students in mathematics classes; investigate the language games in the use of several languages in the context of the learning by deaf students. To this end, we rely on some concepts of Wittgenstein's philoso- phy, as well as on mathematical educators who join hisideas to think teaching and on authors discussing inclusive education. We support the hypothesis that, when translating mathemati- cal concepts into Libras, deaf students make use of the Referential Model of Language, which reach for the word-for-word translation or signal word. And our thesis is: the referential use of language prejudices learning in mathematics by deaf students, since it’s been noticed that deaf students make translations that do not express the meanings of the mathematical text. We conducted a field research in two cities in the State of Pará, with a total of 13 deaf students, four at one school and nine at a second one. For data collection and analysis, we have created a class with deaf students in each school. We chose to build up such classes because of our focus on deaf students and their translations. Considering the qualitative approach, we realize that deaf students use the literal translation that stems from the Referential Model of Lan- guage, in other words, a word-sign translation, making them unable to understand mathemati- cal concepts. By employing it this way, deaf students use a language game that is not what the teacher proposes in the classroom. And this corroborates to a scenario of exclusion, which would goagainst the ideas of inclusion,fair education and quality to all. We assume that lin- guistic differences often cause disturbance, since there are still scenarios without the presence of fluent teachers in Libras and no professional translator-interpreters and, along with the use of referentiality, end up bringing even more difficulties to the deaf. We have noticed in the field research that even deaf students in more advanced grades experience difficulties in the translation-interpretation of mathematical texts, what evidences the harm that this Model brings to the learning, in mathematics, by deaf students.
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As práticas etnomatemáticas de alunos ribeirinhos do rio Xingu como sinais de resistência à Hidrelétrica Belo Monte
(Universidade Federal do Pará, 2019-12) FORMIGOSA, Marcos Marques; GIONGO, Ieda Maria
The research in progress problematizes the forms of resistance, from the perspective of Ethnomathematics, of riverside students from the Xingu River in front of the implementation of Belo Monte. Part of the contributions of Wittgenstein, in his work of maturity, and his intertwining with ideas of Foucault. On the one hand, the first problematizes the language games generated in the different forms of life, pointing to the existence of family similarities between school mathematical models and those developed by riverside students. On the other hand, some notions of Foucault allow us to understand the regimes of truth present in the school, which marginalize other knowledge. The expected results, from the immersion in the field, should point to the forms of resistance of the riverside dwellers, present in their mathematical language games arising from their daily practices and in the permanence of the riverside dwellers in the place, from the maintenance of the school as a guarantee access to education as a right.
Acesso aberto (Open Access)
A tradução da linguagem matemática na aprendizagem da geometria por estudantes da educação básica: perspectivas para a educação matemática
(Universidade Federal do Pará, 2018-11-12) MEIRA, Janeisi de Lima; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
The present research aimed to investigate the process of translation of mathematical language into natural language in mathematics learning. We take as a starting point the academic productions of dissertations and theses in the area, and the results of the index of development of Basic Education (IDEB) and PISA, of the State of Tocantins. We assume as a theoretical basis the mature philosophy of Wittgenstein, which states that translating is a game of language, since it constitutes the domain of techniques. We carried out analyzes of educational guidance documents and a classroom intervention with elementary students at the Brigadeiro Felipe school in Arraias-To, which produced the empirical material constituted from the application of a questionnaire, interviews and activities of flat geometry . The analyzes were organized in two axes, in the first one we analyzed the documents guiding the education and in the second the empirical material. In the first axis, the analyzes of the documents revealed a referential understanding of the language indicating the mathematical language exclusively as a symbology that represents the mathematical concept. Already in the second axis, the empirical material indicated that the translation of the mathematical language reveals itself as an internal necessity to mathematics itself and that when performing different language games during the translation favors and ensures its learning. With this we defend that the learning difficulties of mathematics are related to the understanding of the concepts and their rules, in what concerns to the process of translation of the linguistic universe that involves the mathematical language, because it is a normative phenomenon and its use is far from the practice everyday life. Thus, the correct translation of this language promotes the autonomy of the student in the acquisition of meanings favoring applications of the uses in different contexts.
Acesso aberto (Open Access)
Tradução interna e jogos de imagens na matemática
(Universidade Federal do Pará, 2018-10-31) MELO, Luciano Augusto da Silva; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
This research has as primordial foundations Language and Mathematics in the context of Mathematics Education. The scope of the reflections that permeate the text comes from the perspective of the Mathematical Texts Translation, aiming to characterize intratheoretically the conceptual notions of Internal Translation and Image Games in Teaching Mathematics. To do so, I direct the discussions in two lines of thought: one philosophical and the other theoretical. The first emphasizes the expression language game coined by Ludwig Wittgenstein in Philosophical Investigations. The second highlights the epistemological contributions of Gilles-Gaston Granger on Mathematics and Language (form and content). Arley Moreno, Brazilian philosopher and disciple of Granger, elaborated the Epistemology of the Use, theory that unites philosophy and scientific knowledge. I sought theoretical support in Jakobson's Semantic Structuralism, in Gadamer's Hermeneutics, and in the lectures on the translator's practices of Ricoeur, Benjamin, and Steiner. In the course of the thesis, I emphasize the importance of looking at the constitution of mathematical concepts in teaching as an activity intrinsic to language. In this sense, I raise the hypothesis that teachers, in addition to reading and interpreting specific codes and symbologies in the classroom, make the transition from mathematical language to natural language through a translation. Therefore, the methodology used in the research gives it the status of an Epistemological Discussion, which is characterized in analyzing how the role of images in Mathematics (graphics study) takes place, observing connections between the languages of algebra and geometry. A part of the analysis had as technological contribution the use of GeoGebra software tools in the elaboration of hypotheses and inferences about the importance of elucidating complex concepts in mathematics, due to the formal and abstract treatment provided in teaching. Inferi, as scientific contributions in the field of Education, among other observations, that translate in Mathematics consists of understanding (master) the grammar and syntax of this language; translate in Mathematics is not equivalent to interpret, they are different language games; the games of images bring perspicuity to the understanding of graphs and the domain of specific rules makes explicit the meaning of concepts and symbologies of Mathematics; it still subsists in the language of teachers, a kind of internal translation in what concerns the teaching of mathematical concepts. I therefore point out that the internal translation in Mathematics can be seen as teaching activity that expands the frame of reference about language games and can contribute to the learning of mathematical concepts in Education.