A cesta básica como tema gerador para o ensino de estatística: uma sequência didática construída sob a ótica da aprendizagem baseada em projetos

Abstract

In view of contemporary demands for mathematical education that enables critical reading of the world, this study proposes an approach to teaching statistics in basic education, linking the fundamentals of project-based learning (PBL) to the construction of a contextualized teaching sequence. This qualitative, exploratory research aimed to develop a didactic proposal for secondary education centered on the basic food basket. This choice is justified by the theme's social, political, and economic relevance and its potential to promote statistical literacy among students through the collection, organization, analysis, and interpretation of real data. The present study draws upon theoretical references in the field of mathematics education, as evidenced by the works of Mendes (2019) and Bender (2015), in addition to curriculum guidelines such as the PCNs and the BNCC. It offers a concise historical account of statistics, while concurrently conducting an analysis of its presence in official Brazilian documents. PBL is explored as an active methodology that promotes student leadership, the resolution of authentic problems, and the connection between school and everyday knowledge. As its main product, it presents a didactic sequence structured in progressive stages, which seeks not only to develop statistical skills but also to foster autonomy, teamwork, critical thinking, and students' argumentative abilities. The study concludes that using investigative methodologies, such as PBL, combined with socially relevant themes is a promising strategy for teaching statistics in basic education.