A filosofia da linguagem de Wittgenstein nas pesquisas do grupo de estudos em linguagem e educação matemática da UFPA

Abstract

This research aims to present aspects of the development of the Study and Research Group on Mathematical Language (GELIM) in its first fifteen years of existence (2007 to 2021), a period in which it was led by its founder Marisa Rosâni (1957-2021). Established in the North of Brazil, the group has dedicated itself to the application of linguistic theories to the teaching of mathematics, taking into account regional particularities. Linked to the Postgraduate Program in Sciences and Mathematics at the Federal University of Pará (UFPA), the group focuses on the study of language, based on Wittgenstein's Philosophy of Language, focusing on understanding the use of language in the context of teaching and learning mathematics. Recognizing the importance and pioneering role of GELIM in studying and applying philosophical linguistic concepts in the school environment, this research proposes the hypothesis that the study group can contribute significantly to the field of mathematics education in the Amazon, raising the following question: How were Wittgenstein's Philosophy of Language approaches reflected in the research productions carried out by GELIM within the scope of UFPA? In order to verify this question, we sought to analyze how the concepts of the Austrian philosopher were articulated in the academic productions of the group in the first fifteen years of its existence. Specifically, we intended to investigate how the definition and application of Wittgensteinian concepts contribute to the constitution of the meanings of mathematical concepts, as well as to classify the academic productions of the group according to the main concepts adopted. A bibliographical research was carried out based on the theses and dissertations published in the referred period, using Bardin's discourse analysis method with interpretations based on the reference used by the group. It is presented that GELIM pioneered philosophical concepts such as language games, use of rules, translation, seeing and seeing as, and ostensive gestures for research in the mathematics classroom. It highlights the importance of placing language as a central point in the process of teaching and learning mathematics, as well as language games, in addition to considering that language games are the guiding thread in the group's research. It is emphasized that the teacher plays a fundamental role in conducting teaching, because, by knowing the appropriate linguistic rules according to the context, he or she can be more assertive and able to resolve misunderstandings. The awareness that language constitutes an essential tool in the educational process is equally fundamental. Thus, it is considered that the proposed objectives were achieved, by highlighting GELIM's contributions in the field of mathematics education, in addition to organizing a compendium of publications and the most relevant aspects of the group, which already has a vast history of action and contribution.