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 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.