Letramento estatístico na Licenciatura em Matemática: saberes emergidos a partir de uma oficina pedagógica

Abstract

The present study aimed to reflect on how the Mathematics degree course can help in the development of the future teacher's statistical literacy. This study took place in view of the need for the socio-scientific use of statistics in view of the difficulties related to the statistical literacy of Brazilians, that is, the lack of preparation when interpreting data in everyday situations. In addition, there is thelack of teacher preparation and the scarcity of discussions involving teaching and statistical literacy in initial training. Therefore, this research has the objective of promoting and analyzing the knowledge that emerged from Mathematics undergraduates during the pedagogical workshop on statistical literacy from an ideological perspective that considers race and citizen formation. To meet the demands of this work, we chose as a theoretical framework the ideas of bell hooks, Iddo Gal, UbiratanD’Ambrosio and Maurice Tardif. The methodology to be developed, of qualitative character, was typified as action research, which culminated in the elaboration and realization of a pedagogical workshop with six undergraduate students entering the Mathematics course at UERJ/FEBF. The workshop stages consisted of the application of a questionnaire to map the profile and trajectory, as well as the student's relationship with statistics; two synchronous meetings with proposals for the interpretation of statistical messages that provided exchange, mutual learning, discussions and constructions about statistical literacy; application of a second questionnaire to evaluate the workshop. The evidence found revealed that the workshop participants demonstrate the construction of a more accurate look at the statistical data. In addition, it was noted that the students began to include in their discourse the importance of criticality in the teaching of Mathematics and the disbelief in the neutrality of the discipline, as well as the understanding of the importance of including racial and social issues in teaching. Finally, it was concluded that the experience of a workshop that was relating social issues and the teaching of Statistics promoted the change of ideas. Thus, it is expected that this investigation will be able to contribute to fostering reflections on statistical literacy, from an ideological perspective, in the Mathematics degree.