Contribuições do letramento estatístico em situações do cotidiano dos alunos do 9º ano do Ensino Fundamental

• Ano de defesa: 2021
• Autor(a) principal: Batista, Fabiana Araújo
• Orientador(a): Fernandes, Maria Betania Sabino
• Banca de defesa: Andrade, Silvanio de, Soares, Luiz Havelange
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Letramento estatístico; Criticidade; Educação matemática
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/74012

The present study aimed to analyze the contributions of mathematics teaching from a Statistical Literacy perspective to students' perceptions in everyday situations. We adopted as a central contribution in our theoretical framework the studies of Gal (2002), with regard to Statistical Literacy and Skovsmose (2000, 2001, 2007, 2008 and 2014), in the aspect of Critical Mathematics Education, in addition to authors such as Fonseca (2004 and 2014), Lopes (2008 and 2010a), Milani (2020), Freire (1980, 2005 and 2018), among others. Our investigation was of a qualitative nature, guided by questions such as: what are the students' perceptions about problems present in their life context? How to present the concepts of statistics considering the problems experienced by students? How can the teaching of Statistics from the Literacy perspective contribute to changes in students' perceptions of the problems present in their life context? The participants of our study were students from a 9th grade class of Elementary School II, from a municipal school in the city of Sumé, in Paraíba. We defend that mathematics should be worked on in the classroom in a meaningful way, leading students to reflect on what they are learning. The analysis of Questionnaires 1 and 2 revealed, from the data collected, that the students did not relate the topics studied to Covid-19, but they understand the consequences brought about by the pandemic. Regarding the analysis of the classes, we noticed that the students made some discoveries about the data represented in figures, tables, graphs and infographics with the general theme Covid-19 and the subthemes: internet, health, remote learning, fake news, social inequality and vaccination. We observed changes in the conceptions of these students, with regard to the themes worked, indicating the development of necessary skills so that they can achieve critical thinking about aspects related to Statistical Literacy.