Atividades pedagógicas em educação estatística, narradas por professores de matemática

Abstract

Nowadays, society lives in a daily life centered on the use of digital information and communication technologies, which have changed the ways of working, communicating, relating, teaching, and learning. This movement of life requires us to make quick analyses that lead to the right decision-making. As a result, statistical and probabilistic knowledge has become increasingly essential to the education of all people. This article is the result of collaborative research as a means of approaching ethnography in the school environment in order to increase the participation of researchers in schools in joint actions with teachers, strengthening ties between schools and universities. It is considered that the systematization of this study provides clues for future public policies related to curriculum guidelines for Mathematics, with regard to the teaching and learning of Statistics and Probability. The objective is to discuss, based on pedagogical narratives, the implementation and evaluation of pedagogical activities developed with students aged 12 to 14. To achieve this, an (auto)biographical research is developed, which takes the narratives of oneself as practices of formation and self-formation, aiming to investigate the autobiographical reflexivity and its repercussions on the processes of constitution of subjectivity and social insertion of the subject. The preliminary results indicate the potential of the pedagogical activities developed by teachers who teach statistics in elementary school when considering the social and political context in which the school is inserted.