Práticas pedagógicas no ensino médio: por uma estatística crítica e contextualizada

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Universidade Federal de Goiás


The goal of this study, whose main theme evidences the pedagogical practice in the Statistics Education in high school, is to analyze and understand how the statistics content is worked in the classroom at this school level, and how are established the relation of this content with students' daily lives. The research is characterized as educational ethnographic of qualitative approach and having as a guiding principle the dialectical and historical materialism, in which takes into consideration the individuals' historicity and the research object, as well as the understanding of the investigated reality and the context perception. For this purpose, some aspects of the theme were approached, such as: the advances and developments of Statistics; the constitution of Statistics Education and its methodological implications in the educational field; the expansion of the Critical Theory, Critical Education and Critical Mathematics Education in the educational field; and the possibilities for a Critical Statistics Education in the classroom. The theoretical frameworks that supported these discussions were formed by researchers’ contributions, as national as international, and also official curriculum documents that deal with the teaching of Statistics. The empirical data were gotten by through observations in the research environment; semi-structured interviews with teachers; focus groups with third-year high school class students and some official documents, in which were systematized and interpreted in accord with the content analysis as emerging categories of this data collection. In the Reference Curriculum of State Education System of Goiás, the Statistics subject is worked out in less than two months of classes through the content of Financial Mathematics. This fact doesn't consider the subject in its totality, due to the amount of content and the short time for its approach. It was found that the document mentioned is marked on technical rationality and in the form of a prescribed curriculum, without the teachers' possibility of intervention in its elaboration, resulting in distance from a critical perspective of learning. This reflects directly on the lesson plans, in which it wasn't possible to check signs of construction of social and cultural meanings related to students' lives, especially in a contextualized way. With the interviews analysis, it was possible to infer that, although the teachers affirm that they are teaching statistics in a contextualized and significant way, they still prioritize some statistical concepts (like those requested on High School National Exam), and also teach in a conventional way, just using the textbook and proposing exercises based on ready-made formulas. Beyond this, the focus group enabled us to know the students' expectations concerning the teaching of Statistics, like more dynamic classes, in which are considered the daily life, the investigation and the knowledge construction through a critical reflection of the contents. Therefore, although students are able to establish some relation linking statistics and daily life, the way it is being approached in the classroom do not facilitate them to understand statistics in a critical way.



OLIVEIRA, Alyson Fernandes de. Práticas pedagógicas no ensino médio: por uma estatística crítica e contextualizada. 2019. 242 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2019.