Alfabetização estatística: o uso de material paradidático nos Anos Inciais em uma escola de comunidade do Rio de Janeiro

Abstract

This work is an ongoing professional master's thesis proposing the development and evaluation of the use of supplementary teaching material in mathematics for thirdgrade students in a municipal school in Rio de Janeiro, located in a conflicted area. The research has been submitted to the Plataforma Brasil for validation and to the ethics committee of the Rio de Janeiro City Hall, and it is duly authorized for development in the described scenario. The educational product will be an interactive and playful supplementary material focusing on the collection, organization, analysis, interpretation, and presentation of statistical data. The research involves an interdisciplinary approach, combining statistical knowledge with the treatment of solid waste (waste disposal and recycling). It is aligned with the proposal of the National Common Curricular Base and the descriptors guiding the teaching of statistics in the Rio de Janeiro City Hall. Progressively, statistical literacy begins in the first school year and develops gradually in the following years. The general objective of this research was to analyze the process of building mathematical concepts and, in particular, statistical literacy, mediated by technology and the use of paradidactic material with 3rd grade elementary school students from a municipal public school located in the Mangueira, a conflicted area in the city of Rio de Janeiro. The educational material was designed in its e-book version for students to learn about the history of Turma da Manga. Afterwards, they were given a coloring version, in which they would also collect research data by interviewing a member of the community of their choice. To organize and present the data, we used the AhaSlides website, which automatically generates graphs when we enter the data. An analysis of the results was carried out in which the children questioned the reliability of the research, which allowed us to address aspects that directly impact this and how we should understand the results of other statistical research. Based on the children's feedback, we believe that we were able to contribute to the development of critical thinking in the use of statistics and waste treatment to enhance sustainability.