This research aimed to observe, understand and describe the production of meaning
through the interactions between students themselves, or with the teacher to develop
mathematical modeling projects. The investigation was performed in a class of fifth
graders of an Elementary School and Middle Federal Network for Education in the
city of Belem do Para A participant observation technique was mainly used for
collecting data, which were recorded by daily field, video-and audio recordings of
lessons in capitated groups of students when they developed the proposed activities,
thus providing the methodology adopted. Thus, the research, a qualitative, was
characterized as a research participant. The theoretical framework that supported
the research was composed predominantly of mathematics philosophy of Ludwig
Wittgenstein, who understands the language game as a way of life, emphasizing that
the application of rules and their senses are part of the game, the concept of residual
Gilles-Gaston Granger, which refers to the meanings that are beyond the formal
mathematical texts, ie those aspects that escaped the meshes of linguistics, the
concept of critical mathematics education, which refers to the political aspects of
mathematics education and brings to debate, issues related to the theme power,
which reflect the interactions among individuals in the cognitive act, establishing
communication patterns, besides the authors dealing with the mathematical
modeling in education. The analysis points to the production possibilities of learning
environments appropriate to forward a communication pattern that plays its primary
role in the teaching-learning: communication through speech or language games.
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