ANÁLISE DOS LIVROS DIDÁTICOS DA EDUCAÇÃO BÁSICA ACERCA DA CONSTRUÇÃO DE SUBSUNÇORES PARA APRENDIZAGEM DE ESTATÍSTICA

• Autor(a) principal: Santos, Paola Aquino dos
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/997
• topic: Ensino de Estatística; Educação Básica; Aprendizagem Significativa; Livro didático; Letramento estatístico.; Teaching Statistics; Basic education; Meaningful Learning; Didatic books; Statistical Literacy.; Ensino de Ciências e Matemática

The concepts of Statistics are present in our lives and perceiving their presence in our daily lives becomes important both in the scientific sphere and for the formation of citizens. For this reason, it is essential to study it during all basic education. It is understood that the concepts of Statistics should be taught from the early years of elementary school and during this stage until high school. However, for a meaningful learning of Statistics, specific prior knowledge is necessary to anchor the new knowledge. Thus, the present research, of a qualitative character, aims to investigate the contributions of Basic Education textbooks in the development of subsubsectors for the learning of Statistics at this level of education. To achieve this objective, six collections of Basic Education textbooks were analyzed, approved by the National Textbook Plan of 2019 and 2020, with a view only to the analysis of the concepts of Statistics. For data analysis, the technique chosen is content analysis, in Bardin perspective. The basis of this work is supported by the guidelines of the Common Base National Curriculum (BNCC) and the scientific publications found in the literature about the teaching of Statistics. The results show that the concepts established in the BNCC are arranged in the didatic books from the 1st to the 9th grade of elementary school. For the initial years, the concepts of data, graphs and tables were identified and for the final years data, graphs, tables, population, sample, mean, fashion, median, amplitude, frequencies and inference. In each year, activities, examples and situations are highlighted that highlight the conceptual and methodological approaches of the initial years referring to the concept of Statistics, which are research, contextualization, digital information and communication technologies and didactic resources, and in the final years, research, contextualization, digital information and communication technologies, teaching resources, flowcharts and infographics. This analysis allows to say that the didatic books are important didactic resources that the teachers can use for the Teaching of Statistics, since they contemplate the sub-subsumptive concepts of Statistics.