SANTOS, I. G.; http://lattes.cnpq.br/3063282759448313; SANTOS, Isaac Guedes dos.
Resumo:
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.