O protagonismo discente no letramento estatístico a partir do ciclo investigativo PPDAC no 5º ano do ensino fundamental

• Ano de defesa: 2024
• Autor(a) principal: Borges, Giluiza Catarina Cardoso Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM INOVAÇÃO EM TECNOLOGIAS EDUCACIONAIS
• Palavras-chave em Português: Protagonismo discente; Letramento estatístico; Ciclo investigativo PPDAC; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/58324

Pedagogical practices with statistical literacy mobilize students’ skills and competencies necessary for their daily lives. It is important that learning experiences that promote investigative thinking and statistical literacy are developed with students from the early years of Elementary School, providing a leading role both in learning and in acting in society. The use of the PPDAC Investigative Cycle (acronym for Problem, Planning, Data Collection, Analysis and Conclusions), in addition to promoting investigative thinking, favors student statistical literacy, providing meaningful and active learning. With the purpose of stimulating student involvement and engagement, through an investigative and creative practice that influences the development of statistical literacy, the central question of this research is: How can student protagonism be developed in all phases of PPDAC for promotion of statistical literacy in the early years of Elementary School? Thus, the general objective of this research is: To analyze the development of student protagonism in all phases of PPDAC to promote statistical literacy in the 5th year class. As theoretical support, we have: in the field of statistical literacy - Cazorla and Santana (2010), Gal (2002), Cazorla (2017) and Campos, Wodewotzki, and Jacobini (2011); regarding student protagonism, Pagano (2017), Santos and Felicetti (2013), Costa (1999), Freire (1996), Dewey (1979) and Friedmann (2017) were used; and for the PPDAC/Mathematics Education Investigative Cycle, Wild and Pfannkuch (1999) and Alrø and Skovsmose (2021). The research was carried out with students in the 5th year of Elementary School, from a state public school in the city of Natal/RN. The methodology of this research is qualitative, aiming to examine the object of study in its social context, thus being exploratory in nature, using it to collect data from filming and photographic records, in addition to student productions. The research method was Action Research, due to the researcher's involvement in the intervention with the participants. The investigative and creative learning practice implemented was carried out through research that started from a problem highlighted by the students themselves. As a result, the students acted as protagonists in all stages of the PPDAC Investigative Cycle, as well as helping to promote the student's statistical literacy.