A educação estatística no ciclo da alfabetização: problematizando os gráficos

Abstract

The present work has the theme of Statistical Education in the Literacy Cycle. It addresses the historical path of its inclusion in the school context; The regulation of this content in official curriculum documents, with a view to teaching citizenship; Teacher training and the introduction of graphics in school. The objective of this research was to identify the contribution of the problematization in the work with graphs, in the understanding of concepts of Statistical Education in the Literacy Cycle. Through a qualitative and participatory research, activities involving graphics were applied in a class of the 3rd year of a public school in João Pessoa. For the elaboration of this study we use as main theoretical sources Guimarães (2009), Selva (2009), Lopes (2004), Lopes and Carvalho (2005), Gitirana (2014), Guimarães and Oliveira (2014), National Curricular Parameters , 1997) and the Conceptual and Methodological Elements for the Definition of Learning Rights (BRAZIL, 2012). We found that the construction, reading and interpretation of graphs are complex processes for children, especially when they have implicit values and when comparing and combining values in the additive field is required. To contribute to the students' resourcefulness, it is necessary for the teacher to emphasize these aspects more and more, especially with graphs constructed from interests pertinent to this level of schooling.