Knowledge mobilized by teachers when reflecting on the training course and pedagogical practice from the perspective of statistical education

• Autor(a) principal: Priscila Schreiber, Karla
• Data de Publicação: 2021
• Outros Autores: Porciúncula, Mauren
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/5384

Abstract: This paper describes and analyzes the production and mobilization of teachers’ knowledge in Statistical Education, especially related to reflections on pedagogical training, and practice, in view of the Knowledge Base for teaching proposed by Lee S. Shulman. The records were obtained by recording seven meetings of the Collaborative Group for Teacher Training in Statistical Education (MoSaiCo Edu), with teachers who teach at different levels and educational institutions in cities in the extreme south of Brazil. The transcripts of these meetings were analyzed using the Discourse of the collective subject (DCS), generating seven discourses. This text presents the results referring to the DCS: “reflection on the teacher’s actions and responsibilities in the classroom and in their professional training”. With that, we tried to show the necessary understandings for the teaching of Statistics, beyond the content domain, that is, those that also cover general, and specific pedagogical knowledge, curricular understandings, learning, and educational purposes. Thus, it is expected to contribute to the training of educators in the field of Statistical Education, in strengthening their professional identity, in addition to highlighting the role of collaborative groups in this formative context. Keywords: Statistical Education. Teaching knowledge. Collaborative context.