Literacia estatística no Ensino Médio: desafios e possibilidades em uma proposta a partir da Resolução de Problemas segundo o GTERP
Arquivos
Data
2021-12-07
Autores
Severo, Alan Junior
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Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tem como objetivo principal apresentar os resultados de uma pesquisa cujo intuito foi o de investigar as possibilidades e os desafios que podem se fazer presentes em uma proposta pedagógica que vise a contribuir com a literacia estatística de estudantes do último ano do Ensino Médio e esteja fundamentada na Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas. Devido à emergência sanitária causada pela pandemia de Covid-19 durante o desenvolvimento desta pesquisa, a produção de dados foi pautada pelo ensino remoto, o que nos levou a elencar um objetivo específico, qual seja, identificar de que modo poderia se caracterizar a Resolução de Problemas segundo o Grupo de Trabalho e Estudos em Resolução de Problemas (GTERP) no ensino remoto. A atenção voltada à literacia estatística se dá devido à sua importância fundamental em sociedades contemporâneas, em que há crescimento acelerado da propagação de dados que são usados, em muitos casos, para legitimar discursos e posicionamentos de autoridades, nem sempre pautados em fatos. A referida proposta foi desenvolvida possuindo como elemento central problemas de estatística autorais e alguns adaptados de outras pesquisas, sites e livros, de autores nacionais e internacionais, sendo suas traduções também autorais. O curso utilizado como pano de fundo para a produção de dados contou com a participação voluntária de oito alunos de 3º e 4º anos de uma escola pública federal situada no interior de São Paulo. A análise dos dados produzidos com a implementação do trabalho com Estatística através da Resolução de Problemas deu-se a partir das sugestões de resoluções desenvolvidas por esses estudantes para os problemas propostos. Por meio da Análise Textual Discursiva (ATD) foram elaboradas doze unidades de significado que possibilitaram a criação de duas categorias de análise, cada uma relacionada a um dos objetivos da pesquisa desenvolvida. A análise dos dados sugere que a metodologia do GTERP, até então utilizada nas pesquisas do grupo para encontros presenciais, pode ser adaptada de diferentes formas para o contexto do ensino remoto, sem mudanças significativas nos papéis assumidos pelo professor e pelos alunos. Além disso, o uso dessa metodologia se mostrou pertinente para o trabalho fazendo uso de problemas com ênfase em aspectos-chave para o desenvolvimento da literacia estatística. Por outro lado, percebeu-se que os principais desafios estão relacionados à própria natureza do conhecimento estatístico, por vezes exigindo nomenclaturas ainda desconhecidas pelos estudantes, o que exige do professor clareza sobre o que vem a ser um problema e um pouco de criatividade para a sua elaboração.
The main objective of this work is to present the results of research whose aim was to investigate the possibilities and challenges that can be present in a pedagogical proposal that aims to contribute to the statistical literacy of high school seniors and are based on the Teaching-Learning-Assessment Methodology of Mathematics through Problem Solving. Due to the health emergency caused by the Covid-19 pandemic during the development of this research, the production of data was guided by remote teaching, which led us to list a secondary objective, namely, to identify how the Resolution of Problems according to the Problem Solving Work and Studies Group (GTERP) in remote education. The attention given to statistical literacy is due to its fundamental importance in contemporary societies, in which there is accelerated growth in the propagation of data that are used, in many cases, to legitimize authorities' discourses and positions, which are not always based on facts. The aforementioned proposal was developed having as its central element copyright statistical problems and also some adapted from other researches, websites, and books, by national and international authors, with their translations also being copyrighted. The course used as a background for the production of data had the voluntary participation of eight students from the 3rd and 4th years of a federal public school located in the interior of São Paulo. The analysis of the data produced with the implementation of the work with Statistics through Problem Solving took place from the suggestions of solutions developed by these students for the proposed problems. Through Textual Discursive Analysis (TDA), twelve units of meaning were created that enabled the creation of two categories of analysis, each one related to one of the objectives of the developed research. Data analysis suggests that the GTERP methodology, until then used in group research for face-to-face meetings, can be adapted in different ways to the context of remote education, without significant changes in the roles assumed by the teacher and students. Furthermore, the use of this methodology proved to be relevant to the work using problems with an emphasis on key aspects for the development of statistical literacy. On the other hand, it was noticed that the main challenges are related to the very nature of statistical knowledge, sometimes requiring nomenclatures still unknown by students, which requires from the teacher clarity about what is a problem and a little creativity for its elaboration.
The main objective of this work is to present the results of research whose aim was to investigate the possibilities and challenges that can be present in a pedagogical proposal that aims to contribute to the statistical literacy of high school seniors and are based on the Teaching-Learning-Assessment Methodology of Mathematics through Problem Solving. Due to the health emergency caused by the Covid-19 pandemic during the development of this research, the production of data was guided by remote teaching, which led us to list a secondary objective, namely, to identify how the Resolution of Problems according to the Problem Solving Work and Studies Group (GTERP) in remote education. The attention given to statistical literacy is due to its fundamental importance in contemporary societies, in which there is accelerated growth in the propagation of data that are used, in many cases, to legitimize authorities' discourses and positions, which are not always based on facts. The aforementioned proposal was developed having as its central element copyright statistical problems and also some adapted from other researches, websites, and books, by national and international authors, with their translations also being copyrighted. The course used as a background for the production of data had the voluntary participation of eight students from the 3rd and 4th years of a federal public school located in the interior of São Paulo. The analysis of the data produced with the implementation of the work with Statistics through Problem Solving took place from the suggestions of solutions developed by these students for the proposed problems. Through Textual Discursive Analysis (TDA), twelve units of meaning were created that enabled the creation of two categories of analysis, each one related to one of the objectives of the developed research. Data analysis suggests that the GTERP methodology, until then used in group research for face-to-face meetings, can be adapted in different ways to the context of remote education, without significant changes in the roles assumed by the teacher and students. Furthermore, the use of this methodology proved to be relevant to the work using problems with an emphasis on key aspects for the development of statistical literacy. On the other hand, it was noticed that the main challenges are related to the very nature of statistical knowledge, sometimes requiring nomenclatures still unknown by students, which requires from the teacher clarity about what is a problem and a little creativity for its elaboration.
Descrição
Palavras-chave
Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas, Educação Estatística, Literacia Estatística, Teaching-Learning-Evaluation of Mathematics through Problem Solving, Statistics Education, Statistical Literacy