SANTOS, I. G.; http://lattes.cnpq.br/3063282759448313; SANTOS, Isaac Guedes dos.
Resumen:
Given the relevance of statistical content for the construction of critical and
autonomous citizens, the documents that guide the teaching of mathematics in Brazil,
the National Mathematics Curricular Parameters and, more recently, the Common
National Curricular Base (BNCC), guide that the teaching of Statistics should be
started in elementary school and expanded in High School. However, studies related
to Statistics Education have revealed that the teaching of this subject in elementary
school has been addressed, in most cases, in a deficit manner, not providing students
with the development of skills and competencies established by the BNCC for this area
of knowledge. Given this context, this study sought, from the official documents that
guide Basic Education and theoretical references published on Statistics Education, to
understand the current scenario and what recommendations should be followed by
mathematics teachers when addressing the content of Statistics. In addition, in order
to better describe the local reality of the municipality of Cuité-PB, a quantitative
exploratory and descriptive research was conducted to know the socioeconomic,
academic and professional profile of Mathematics teachers working in high schools in
the municipality, their perceptions, challenges and methodologies adopted in the
teaching of Statistics. After collecting data from the target population of the research,
a descriptive analysis of the data was performed, the results showed that there are
many challenges present in the pedagogical practice of the mathematics teacher when
teaching the contents of Statistics, in which such contents are still neglected, or taught
in a precarious way, by many mathematics teachers, either because of insufficient
statistical training, lack of time available for satisfactory approach of such contents,
lack of technological resources, or even, the lack of interest of students. We believe
that this lack of interest/difficulty in learning about Statistics is due to the absence of
more attractive and contextualized methodological practices, such as interdisciplinary
projects, which make the learning of such content more enjoyable, favoring the
student's protagonism, enabling them to experience and recognize the diversity around
them and to act in this reality. As a conclusion, it is expected that this study contributes
to the discussion and improvements in the teaching of Statistics both at the high school
and undergraduate levels.