Implicações pedagógicas dos jogos de linguagem na educação de jovens e adultos

Abstract

The main objective of this study is the relation between language and education. Three language analysis referentials are discussed. The two first ones are originating from the works Tractatus Logico-Philosophicus and the Investigações Filosóficas by Ludwig Wittgenstein. These referentials receive the name of semantics and pragmatics. The third referential is rebuilt from the work Verdade e Método II by Hans-Georg Gadamer, denominated hermeneutics. The relations between these theoretical referential and the pedagogical practice is also presented. The pedagogical practice can be analyzed from its several contexts. One basic difference between the several ways of representation of the pedagogical practice is consisted of formal and informal dimensions. Secondly, the present research suggests bridges between one formal and strict pedagogical practice with the referential of semantics. Also, points the relations between an informal and flexible pedagogical practice and the pragmatics. With the objective of respecting the particularities of one pedagogical practice, without regarding to the importance of the universal validation on the epistemological and ethical components, hermeneutics is an important referential. The research is justified from the adults education, which is characterized by informality, by the emphasis on the particularities and, for this reason, in this context, the concept of language games becomes significant