Education and social risk in the inclusion of curriculum statistical knowledge in Brazil

Detalhes bibliográficos
Autor(a) principal: Bello, Samuel Edmundo Lopez
Data de Publicação: 2016
Outros Autores: Sperrhake, Renata
Tipo de documento: Artigo
Idioma: por
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27882
Resumo:  The inclusion of statistical knowledge in the curriculum of basic Education is discussed. Why are certain themes, developed on the curriculum statistical knowledge, underscored? Why are statistics a curriculum subject through school programs for good teaching and learning practices? The Brazilian Curriculum Parameters for Basic and High School Education and Teachers´ Formation Book 7 of the National Agreement for Right Age Schooling are investigated. Foucault´s concepts of Governamentality and Countability are employed for analysis. Results show that inclusion of statistical knowledge in the curriculum does not merely include the teaching and learning of certain contents, but also the learning and teaching of attitudes in the agents´ mode of being by taking a stand in determined situations and making decisions.  
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spelling Education and social risk in the inclusion of curriculum statistical knowledge in BrazilEducación y riesgo social en la curricularización del saber estadístico en BrasilEducação e risco social na curricularização do saber estatístico no Brasilgovernmentalitycurriculumrisk managementgubernamentalidadcurrículogestión del riesgoGovernamentalidadecurrículogestão do risco The inclusion of statistical knowledge in the curriculum of basic Education is discussed. Why are certain themes, developed on the curriculum statistical knowledge, underscored? Why are statistics a curriculum subject through school programs for good teaching and learning practices? The Brazilian Curriculum Parameters for Basic and High School Education and Teachers´ Formation Book 7 of the National Agreement for Right Age Schooling are investigated. Foucault´s concepts of Governamentality and Countability are employed for analysis. Results show that inclusion of statistical knowledge in the curriculum does not merely include the teaching and learning of certain contents, but also the learning and teaching of attitudes in the agents´ mode of being by taking a stand in determined situations and making decisions.  El objetivo de este texto es discutir la curricularización del saber estadístico en la Educación Básica. ¿Por qué algunos temas que se desarrollan alrededor de los saberes estadísticos curriculares ganan destaque y recurrencia? ¿Por qué se ha hecho de la estadística un objeto del currículo a través de programas escolares, movilizándonos por la busqueda de buenas prácticas de enseñanza y aprendizaje? Para que pensemos en estas cuestiones, trabajamos empíricamente con los Parámetros Curriculares Nacionales de la Enseñanza Segundaria y Primaria y el Cuadernillo de Formación de Profesores número 7, del Pacto Nacional por la Alfabetización en la Edad Correcta. Para nuestro análisis, utilizamos el concepto de gubernamentalidad de M. Foucault y el de numeramentalidad creado a partir de las ideas del mismo autor. En los análisis se señala que, en la curricularización de los saberes estadísticos, no hay solo la enseñanza-aprendizaje de ciertos ‘contenidos’; sino también que se aprenden y se enseñan actitudes que constituyen modos de ser sujeto manifestos en formas de posicionarse delante de determinadas situaciones y de la toma decisiones en la contemporaneidad. O objetivo deste texto é discutir a curricularização do saber estatístico na Educação Básica. Por que certos temas que se desenvolvem em torno dos saberes estatísticos curriculares ganham destaque e recorrência? Por que se tem feito da estatística um objeto do currículo através de programas escolares, mobilizando-nos na busca de boas práticas de ensino e aprendizagem? Para pensarmos nessas questões, trabalhamos empiricamente com os Parâmetros Curriculares Nacionais do Ensino Médio e Fundamental e o Caderno de Formação de Professores número 7, do Pacto Nacional pela Alfabetização na Idade Certa. Para nossa análise, utilizamos o conceito de governamentalidade de M. Foucault e o de numeramentalidade criado a partir das ideias do mesmo autor. Nas análises mostra-se que, na curricularização dos saberes estatísticos, não entra em jogo apenas o ensino-aprendizagem de certos ‘conteúdos’; aprendem-se e ensinam-se, também, atitudes que constituem modos de ser sujeito expressas nas formas de se posicionar diante de determinadas situações e de se tomar decisões na contemporaneidade. Universidade Estadual de Maringá2016-09-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/2788210.4025/actascieduc.v38i4.27882Acta Scientiarum. Education; Vol 38 No 4 (2016): Oct.-Dec.; 415-424Acta Scientiarum. Education; v. 38 n. 4 (2016): Oct.-Dec.; 415-4242178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27882/17265Copyright (c) 2016 Acta Scientiarum. Educationinfo:eu-repo/semantics/openAccessBello, Samuel Edmundo LopezSperrhake, Renata2022-02-20T22:12:35Zoai:periodicos.uem.br/ojs:article/27882Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-02-20T22:12:35Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Education and social risk in the inclusion of curriculum statistical knowledge in Brazil
Educación y riesgo social en la curricularización del saber estadístico en Brasil
Educação e risco social na curricularização do saber estatístico no Brasil
title Education and social risk in the inclusion of curriculum statistical knowledge in Brazil
spellingShingle Education and social risk in the inclusion of curriculum statistical knowledge in Brazil
Bello, Samuel Edmundo Lopez
governmentality
curriculum
risk management
gubernamentalidad
currículo
gestión del riesgo
Governamentalidade
currículo
gestão do risco
title_short Education and social risk in the inclusion of curriculum statistical knowledge in Brazil
title_full Education and social risk in the inclusion of curriculum statistical knowledge in Brazil
title_fullStr Education and social risk in the inclusion of curriculum statistical knowledge in Brazil
title_full_unstemmed Education and social risk in the inclusion of curriculum statistical knowledge in Brazil
title_sort Education and social risk in the inclusion of curriculum statistical knowledge in Brazil
author Bello, Samuel Edmundo Lopez
author_facet Bello, Samuel Edmundo Lopez
Sperrhake, Renata
author_role author
author2 Sperrhake, Renata
author2_role author
dc.contributor.author.fl_str_mv Bello, Samuel Edmundo Lopez
Sperrhake, Renata
dc.subject.por.fl_str_mv governmentality
curriculum
risk management
gubernamentalidad
currículo
gestión del riesgo
Governamentalidade
currículo
gestão do risco
topic governmentality
curriculum
risk management
gubernamentalidad
currículo
gestión del riesgo
Governamentalidade
currículo
gestão do risco
description  The inclusion of statistical knowledge in the curriculum of basic Education is discussed. Why are certain themes, developed on the curriculum statistical knowledge, underscored? Why are statistics a curriculum subject through school programs for good teaching and learning practices? The Brazilian Curriculum Parameters for Basic and High School Education and Teachers´ Formation Book 7 of the National Agreement for Right Age Schooling are investigated. Foucault´s concepts of Governamentality and Countability are employed for analysis. Results show that inclusion of statistical knowledge in the curriculum does not merely include the teaching and learning of certain contents, but also the learning and teaching of attitudes in the agents´ mode of being by taking a stand in determined situations and making decisions.  
publishDate 2016
dc.date.none.fl_str_mv 2016-09-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27882
10.4025/actascieduc.v38i4.27882
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27882
identifier_str_mv 10.4025/actascieduc.v38i4.27882
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27882/17265
dc.rights.driver.fl_str_mv Copyright (c) 2016 Acta Scientiarum. Education
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Acta Scientiarum. Education
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 38 No 4 (2016): Oct.-Dec.; 415-424
Acta Scientiarum. Education; v. 38 n. 4 (2016): Oct.-Dec.; 415-424
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
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