Linguagem (des)contextualizada, matemática e lógica Desempenho dos alunos na lógica formal e relação com a sua língua e classe social
DOI:
https://doi.org/10.22267/relatem.20133.65Palabras clave:
Lógica, Língua, Estatuto Social, Regras de reconhecimento e de realizaçãoResumen
Moçambique é uma sociedade multilingue e, consequentemente multicultural, com mais de 40 línguas nativas. Excluindo o Português e poucas de poucos imigrantes todas elas são línguas Bantu. Segundo o Censo Geral de 1997, somente 6,5% da população tinha o Português como língua mãe e, como primeira língua e destes 14% tinham idade inferior a 50 anos, e só 2.1% tinha 50 ou mais anos de idade.
Apesar deste panorama a língua de ensino em Moçambique é o Português, mesmo sabido que apenas menos de 5% de crianças ingressam na Escola sabendo comunicar nesta língua. As línguas dominantes no local onde a pesquisa foi desenvolvida são: Ci-Changana, Ci-Ronga e Ci-Tshwa, as quais são, mutuamente, entendíveis entre os falantes.
O objectivo da pesquisa é (i) explorar o entendimento do estudante ao simbolismo algébrico, linguagem abstracta e lógica e (ii) relacionar este entendimento com o sucesso escolar na disciplina de matemática com a sua condição socio-económica e linguística.
Para delimitar a área de estudo foram colocadas as seguintes questões de pesquisa: (1) quais são as estratégias preferidas pelos alunos quando resolvem problemas baseados na lógica em relação ao seu estatuto sócio-económico e linguístico? (2) em particular: Como é que a língua materna e o estatuto sócio-económico estão associados ao raciocínio e procedimentos dos alunos?
Como orientação teórica a pesquisa apoiu-se na abordagem discursiva de aprendizagem de matemática.
O presente artigo pretende, apoiado na etnomatemática, discutir a relação entre o raciocínio e os procedimentos dos alunos e a sua ligação com a sua língua materna e estatuto socio-económico.
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