Infográficos e letramento estatístico: Investigando a interpretação de dados por estudantes dos anos iniciais do ensino fundamental

Abstract

This study aims to investigate how 3rd and 5th grade students at primary school (8 and 10 years old) interpret statistical infographics and discuss the cognitive and dispositional elements of Statistical Literacy when interpreting them. To develop the research, semi-structured interviews were conducted using the clinical-Piagetian method with 20 students (10 from each school level) from the Metropolitan Region of Recife-PE, Brazil. The results showed that 3rd grade students read more non-linear information, while 5th grade students read in the order of a text in natural language. However, this order did not interfere in the interpretation of the infographics. Although the students are not used to reading infographics and do not have a systematized teaching for this, regardless of the school year, the students showed themselves capable of reading and understanding the data. Furthermore, they evaluated critically, drew conclusions and made decisions. However, 3rd grade students needed greater mediation to analyze the data than 5th grade students who demonstrated greater autonomy. To achieve this, they mobilized different cognitive and dispositional elements of Statistical Literacy. We believe it is essential that students develop statistical literacy skills from the earliest years of schooling so that they can understand and critically reflect on the information conveyed through statistical infographics.