A linguagem no processo de ensino-aprendizagem de matemática: pesquisas fundamentadas na teoria da objetivação

Abstract

This research is part of the context of investigating the relationship between language and Mathematics Education. Considering a plurality of theoretical references on the subject, we chose to develop this study from the historical-cultural perspective, based on Vygotsky's writings and on the Theory of Objectification advocated by Luis Radford. Thus, we defined as a general objective to understand how language and its relationship with the teaching and learning of mathematics in Basic Education are considered in Brazilian theses and dissertations based on the Theory of Objectification. More specifically, we seek: (a) to identify thesis and dissertations that are based on the Theory of Objectification, whose research was carried out in contexts of Brazilian Basic Education, and to situate those that discuss language and its relationship with the teaching-learning process of mathematics; (b) describe and analyze aspects related to the language approach and its relationship with the teaching-learning process of mathematics in thesis and dissertations identified. With the intention of achieving the objectives outlined in our investigation, we developed bibliographical research inspired by the State of Knowledge based on Fiorentini and Lorenzato (2006), Romanowski and Ens (2006), Vasconcellos, Souza e Silva (2020) and Morosini, Nascimento and Nez (2021). From the definition of descriptors, collection in the Capes Portal database and application of predefined criteria, twelve thesis and dissertations were identified that deal with the teachinglearning process of mathematics in contexts of Basic Education based on the Theory of Objectification. The preliminary synthesis of the corpus of analysis indicated the predominance of research focused on the teaching-learning process of algebra in the final years of elementary school. The corpus analysis was based on three predefined categories. Regarding the first category, conception of language, we highlight that: not all studies explicitly conceptualize language; the researches presented different conceptions of language, interpreted as a means of social interaction, body modality, expression/manifestation of thought and semiotic means/cultural artifact. In the second category, role of language, among the main functions of language evidenced by research, we have: social interaction, communication, expression/manifestation of thought, mediation and organization of thought. The third category, referring to language representations, revealed that all studies, except for one, considered in their investigations the mobilization of different language manifestations such as speech, writing, gestures, rhythms, intonation, drawings etc. We believe that language, as a semiotic means of objectification, is fundamental in the teaching-learning process of mathematics and, therefore, its understanding is crucial for teachers and researchers.