Os possíveis erros de tradução, de uma obra em português, atribuída a Guy Brousseau

Abstract

This study analyzes the Portuguese translation of the Theory of Didactical Situations, developed by Guy Brousseau, through a comparison with the original text in French. The objective is to examine the extent to which the theoretical terms preserve their conceptual meaning throughout the translation process. The research adopts a qualitative and bibliographical approach, based on the reading and comparative analysis of the author's works in both French and Portuguese. The investigation focuses on the concepts of milieu, institutionnalisation, didactical situation, and adidactical situation, which are considered central to the structure of the theory. The findings show that translation is not limited to linguistic equivalence but involves interpretative choices that may lead to shifts in meaning, affecting the understanding of concepts and their application in educational contexts. It was found that such shifts may compromise the coherence of the theoretical system, especially when the translations used are not critically examined. The study concludes that conceptual fidelity in translation is essential to ensure academic rigor in Mathematics Education and highlights the need for further research on the impacts of translation on the dissemination and appropriation of the theory.