Educação estatística crítica: um estudo das práticas discentes em um curso de tecnologia
Carregando...
Arquivos
Data
2019-06-17
Autores
Perin, Andréa Pavan
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa investiga as contribuições do ambiente de Modelagem Matemática para o desenvolvimento das competências da Educação Estatística visando a formação de sujeitos críticos. De modo geral, professores enfatizam apenas aspectos técnicos e operacionais da Estatística, propondo atividades desvinculadas da realidade, interesses e problemáticas cotidianas dos estudantes. Esse fato impede que o aluno perceba a forte presença dela na sociedade e explore o desenvolvimento das competências (literacia, raciocínio e pensamento) relacionadas ao ensino dessa ciência. Tais competências centram-se na capacidade do indivíduo ler, interpretar e argumentar criticamente uma informação; trabalhar com as ferramentas estatísticas e perceber relações entre suas ideias ao fazer a leitura de um conjunto de dados; associar dados quantitativos a situações concretas, explicitando seus significados, e conectar modelos matemáticos à natureza contextual em que se inserem. Com base nessas competências e suas características, investiga-se a contribuição da Modelagem Matemática para o desenvolvimento de uma Educação Estatística Crítica. É uma pesquisa qualitativa, de caráter exploratório e descritivo, realizada entre discentes do terceiro ciclo do curso de Análise e Desenvolvimento de Sistemas da Faculdade de Tecnologia de São Paulo (FATEC-SP), na cidade de Itapetininga. Os dados foram obtidos no momento da apresentação final dos trabalhos desenvolvidos pelos alunos durante o semestre na disciplina de Estatística Aplicada, a qual foi gravada e transcrita na íntegra. Para organização, interpretação, análise e teorização do material coletado, utilizou-se como metodologia a Análise de Conteúdo. Conclui-se que o ambiente proposto, ao permitir que o estudante vivencie as diferentes fases de uma investigação estatística, contribuiu significativamente para o desenvolvimento das competências relacionadas à Educação Estatística e à Educação Crítica. Ademais, observou-se que as competências da Educação Estatística contêm subjacentes os elementos pertencentes à Educação Crítica. Assim, entendemos que pensar o processo de ensino-aprendizagem com foco no desenvolvimento da literacia, raciocínio e pensamento tem, por sua natureza, implicações no desenvolvimento da competência crítica.
This research studies the contribution of the Mathematical Modeling environment on the development of skills in Statistical Education, aimed at training critical subjects. Professors often emphasize some technical aspects and Statistical operations, proposing activities that are not based on the students’ reality, interests, and everyday problems. Such fact prevents that students realize its strong presence in our society and explore the development of skills (literacy, logic, thinking) related to studying this science. These skills are focused on the individual’s ability in reading, interpreting, and critically discussing some information; working on statistical tools and singling out relations with their ideas when reading a data set; associating quantitative data with real situations, making explicit its meanings and connecting mathematical models to the contextual nature in which the data are involved. From this problem, a guiding question was devised: what are the contributions that emerge in the Statistics teaching, both in the matter of the development of statistical skills and in the formation of a critical subject, when working with Mathematical Modeling projects in technology courses? It aims to propose the study of Statistics through Mathematical Modeling in the context of a technology course, and thus analyze and reflect on the contributions the environment provides to the development of competences in Statistics, as well as the performance and criticism of these students. This is a qualitative researchof exploratory and descriptive character. For data collection, a Mathematical Modeling work was carried out at a Technology College in the course of System Analysis and Development in the city of Itapetininga, where the researcher works as an Applied Statistics Professor. The collection was made from audio records of the activities developed and the students’ written production. For organization, interpretation, analysis, and theorization of the material collected, the Content Analysis methodology was used. We concluded the proposed environment has significantly contributed to the development both of Statistics-related skills as those related to the formation of a critical subject since, instead of introducing decontextualized concepts and techniques, the Mathematical Modeling environment allows students to experience the different phases of a statistical investigation, being therefore in contact with the specificities of this Science.
This research studies the contribution of the Mathematical Modeling environment on the development of skills in Statistical Education, aimed at training critical subjects. Professors often emphasize some technical aspects and Statistical operations, proposing activities that are not based on the students’ reality, interests, and everyday problems. Such fact prevents that students realize its strong presence in our society and explore the development of skills (literacy, logic, thinking) related to studying this science. These skills are focused on the individual’s ability in reading, interpreting, and critically discussing some information; working on statistical tools and singling out relations with their ideas when reading a data set; associating quantitative data with real situations, making explicit its meanings and connecting mathematical models to the contextual nature in which the data are involved. From this problem, a guiding question was devised: what are the contributions that emerge in the Statistics teaching, both in the matter of the development of statistical skills and in the formation of a critical subject, when working with Mathematical Modeling projects in technology courses? It aims to propose the study of Statistics through Mathematical Modeling in the context of a technology course, and thus analyze and reflect on the contributions the environment provides to the development of competences in Statistics, as well as the performance and criticism of these students. This is a qualitative researchof exploratory and descriptive character. For data collection, a Mathematical Modeling work was carried out at a Technology College in the course of System Analysis and Development in the city of Itapetininga, where the researcher works as an Applied Statistics Professor. The collection was made from audio records of the activities developed and the students’ written production. For organization, interpretation, analysis, and theorization of the material collected, the Content Analysis methodology was used. We concluded the proposed environment has significantly contributed to the development both of Statistics-related skills as those related to the formation of a critical subject since, instead of introducing decontextualized concepts and techniques, the Mathematical Modeling environment allows students to experience the different phases of a statistical investigation, being therefore in contact with the specificities of this Science.
Descrição
Palavras-chave
Educação estatística, Educação crítica, Modelagem matemática, Statistical education, Critical education, Mathematical modeling