TECNOLOGIAS DIGITAIS COMO UM JOGO DE LINGUAGEM CONSTITUÍDO A PARTIR DA FORMAÇÃO INICIAL DO PROFESSOR DE MATEMÁTICA

Abstract

This study aims to analyze how Digital Technologies (DT), in the teaching of Mathematics, have been considered in the initial training of teachers. This is a bibliographic research, whose analysis was inspired by the Textual Discursive Analysis (ATD). The corpus of the research is composed of texts published at the National Meeting of Mathematics Education (ENEM) in 2019. Theoretically, we use some notions of a pragmatics of language, designed from the work of Wittgenstein in its mature phase and its commentators. From the analyses, we saw that, in initial teacher education, the construction of a language game is done through rules: (i) technical-didactic-pedagogical knowledge, (ii) experience, exploration and interaction with DT and (iii) critical and reflective training. Such rules are not just words, but involve actions that the teacher needs to follow to use the DTs in their classes.