2026-08-262026-08-262023-12-14DIAS, Alyne Maria Rosa de Araújo. O ver-como Wittensgesteiniano no ensino de física: um enfoque sobre o uso da linguagem matemática pelo professor formador. Orientador: Tadeu Oliver Gonçalves. Orientadora: Marisa Rosâni de Abreu Silveira. 2023. 159 f. Tese (Doutorado em Educação em Ciências e Matemática) - Instituto de Educação Matemática e Científica, Universidade Federal do Pará, Belém, 2023. Disponível em: https://repositorio.ufpa.br/handle/2011/18572. Acesso em:.https://repositorio.ufpa.br/handle/2011/18572This investigation addresses Mathematical Language in Physics teaching as a research topic in the light of Ludwig Wittgenstein's second philosophy. Our objective is to understand how the teacher trainer conceives and uses mathematical language in his teaching activity in Physics. And from the perceptions of the teacher trainers, it discusses the relevance of the seeing-as Wittgenstein's concept. Thus, we present a brief history of the insertion of Mathematics in the physical sciences, from a historical, epistemological and educational context looking at training and research, we bring approximations of Wittgenstein's and Thomas Kuhn's philosophy, focusing on Mathematics as a language of Physics. This research has a qualitative approach and its corpus was built from data collection through observations and semi-structured interview with the teachers. For the data analysis we used the Discursive Textual Analysis (DTA) and before the categrization process, the teachers’ speeches evidence that two of the three teachers lead their actions according to referential conceptions of language, but also that a third teacher, despite having a referential conception of Mathematics on the Physics teaching, reflects on the importance of this relation during his actions and teaches connecting Mathematics to Physics, meaning it, a characteristic that approaches more from a perspective focused on Wittgenstein’s pragmatism. On this dialogue how the teachers understand Mathematics and how they use it in the teaching of Physics. we realize that their conceptions are surrounded by implicit knowledge in training and results from their experience. In that regard we point out as a deployment of these ways to see Mathematics, the application of Wittgenstein’s seeing-as concept as a skill that can be acquired during the initial teacher training, when the teacher understands that it is necessary to mean it on the Physics context. Thereby, this investigation can contribute to the training of the Physics teacher, as well as, with the researches that deal with Wittgenstein's philosophy of language of Science Education and Mathematics.Acesso AbertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Linguagem matemáticaEnsino de físicaWittgensteinTeseCNPQ::CIENCIAS HUMANAS::EDUCACAOLINGUAGEM E PRÁTICAS DOCENTESEDUCAÇÃO MATEMÁTICA