Educação estatística na perspectiva CTS: uma proposta de sequência didática para o ensino de estatística no ensino médio

Abstract

This paper aims to present a proposal of a didactic sequence in a Science-TechnologySociety approach (CTS) for the teaching of statistics in High School. It is understood that the adopted teaching product is an alternative that contributes to the formation of critical-reflexive attitudes towards science and technology, allowing students to elucidate the commitment of statistical knowledge to the social context. The main theoretical anchors related to Statistical Education, which support this research, are based on Campos, Wodewotzki and Jacobini (2011), Cazorla, Kataoka and Silva (2010), Delmas (2002), Gal (2002), Runsey 2002), Costa and Capovilla (1997), Walton (1990), Nisbett (1993), Garfield (2002), Delmas (2002), among others. The methodological guidelines are based on a quantitative-qualitative approach according to the emerging paradigm, whose analyzes led to the structuring of the didactic sequence to teach Statistics with a CTS approach in High School. The methodological foundations of the nature of the research are supported by the arguments of Moreira (1990), Minayo (1993), Santos Filho and Gamboa (1997), Grecca (2002), Günther, 2006, Tozoni-Reis (2009), Gerhardt and Silveira ) and Silveira and Córdova (2009). Thus, a study on the academic productions in the field of Statistical Education in high school in Brazilian postgraduate programs was developed in this state of art modality, based on theses and dissertations. The data were approached according to the content analysis, with categories that emerged from the reading of the localized works. The results of this research showed a discontinuity of the productions in the area. In addition, a second research sought to know the attitudes of high school students about Statistics Teaching. At this stage, a questionnaire was used, composed of open questions and a Likert scale. The reliability of the quantitative data was estimated by the Cronbach's alpha method and the data treated according to the descriptive statistics. Finally, a proposal of a didactic sequence to be used in Mathematics in High School was developed. The material is structured under the CTS approach, in order to provide a dynamic learning of the contents of statistics, exploring a structuring theme and critical-reflective formation for the student.