A Estatística no Ensino médio: diretrizes e percepções dos professores de matemática atuantes nas escolas do município de Cuité - PB.

Abstract

Given the relevance of statistical content for building a critical citizen and autonomous, the documents that guide the Teaching of Mathematics in Brazil, the National Curricular Parameters of Mathematics and, more recently, the Base National Common Curricular (BNCC), directs that the teaching of Statistics be started in primary education and expanded in secondary education. However, related studies to Statistical Education have revealed that the teaching of this subject in primary school has been addressed, most of the time, in a deficient way, not providing to students, the development of established skills and competences by BNCC for this area of ​​knowledge. In this context, this study sought, from the official documents that guide Basic Education and published theoretical references about Statistical Education, understand the scenario and what are the recommendations to be followed by Mathematics teachers when approaching the content of Statistics. Furthermore, in order to better describe the local reality of the municipality of Cuité-PB, a quantitative research was carried out, exploratory and descriptive scope, to know, the socioeconomic, academic profile and professional of Mathematics teachers working in high schools of that municipality, their perceptions, the challenges and the methodologies adopted regarding the teaching of statistics. After collecting data from the target population of the research, a descriptive analysis of the data was carried out, whose results showed that there are many challenges present in the pedagogical practice of Mathematics teacher when teaching the contents of Statistics, in which such contents are still neglected, or poorly taught, by many Mathematics teachers, whether due to insufficient statistical training, lack of time available for a satisfactory approach to such contents, lack of resources technologies, or even, the lack of interest of the students. We believe that this lack of interest/difficulty in learning about Statistics either due to absence of more attractive and contextualized methodological practices, such as the realization of interdisciplinary projects, which make the learning of such more pleasant content, favoring the student's protagonism, enabling at the same time the experience and recognition of the diversity around them and their performance in this reality. As a result, this study is expected to contribute to the discussion and improvements in the teaching of Statistics both at the high school level and at graduation level.