O Professor como tradutor da linguagem matemática : um enfoque nos atos comunicativos presentes na sala de aula sob a ótica dos estudos da tradução

Abstract

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.