Saberes docentes e educação estatística : um estudo das práticas docentes no ensino médio

Abstract

This study analyzes knowledges mobilized by teachers in their practices when they teach Statistics in High School. The studies of either teacher education or teacher constitution tend to minimize the role of teachers practice, as well as to neglect knowledges produced under those conditions. Based on this contextualization, the question that has guided this study is the following: which teachers knowledges are present in the pedagogical practices of Mathematics teachers in Statistics classes in High School? Setting up an analytical field, the aim is to diagnose and understand such knowledges mobilized in teaching contents associated with Statistics in High School. In this study, I have examined knowledges of both education science and pedagogical action that emerged from teachers conceptions evidenced through a questionnaire, which was answered by eight High School Mathematics teachers from public and private schools in Canela, Rio Grande do Sul. The data analysis followed the approach known as Discursive Textual Analysis and is characterized as a qualitative, analytical and comprehensive approach. From the theoretical perspective, it has been understood that Statistics teaching, particularly in High School, leads to a perspective in which the investigation encourages the comprehension of the main statistical concepts and representations, developing critical discussion, rational argumentation and use of the statistic language that is adequate for the interpretation and validation of information. In this dissertation, a description of knowledges mobilized by teachers in teaching Statistics in High School was carried out, with knowledges of education sciences and knowledges of pedagogical action having more relevance, according to the classification proposed by Clermont Gauthier and others. Regarding knowledges of education sciences, I have worked with the perspective that they involve interdisciplinarity, problem resolution and constructivism. As to knowledges of pedagogical action, I have noticed the centrality of issues linked to the use of textbooks and resources made available by contemporary media.