Nexos conceituais da estatística manifestados por professores em formação na Oficina Pedagógica de Matemática

Abstract

This dissertation presents a discussion about the organization of the teaching of Statistics through the epistemological elements of the historical-dialectical materialism, the psychological assumptions of human development guided by the historical-cultural and activity theories, understood as fundamentals of the Teaching OrienteeringActivity as a theoretical and methodological basis. These assumptions support the research objective of recognizing the conceptual links of Statistics expressed by the members of the Oficina Pedagógica de Matemática (OPM). The constitution of the data to materialize this objective occurred through the extension project The organization of the teaching of Statistics in the Pedagogical Workshop of Mathematics, whose members are teachers in service in Basic and Higher Education, as well as students of the degree in Mathematics and the master’s and doctorate in Science and Mathematics Teaching at the Federal University of Technology – Paraná. In this sense, from the dialectical conception of knowledge, it focused on the logical-historical study of Statistics in order to recognize and elaborate the following conceptual nexuses: nexus 1 – data capture; nexus 2 – informational synthesis; nexus 3 – recognition and demonstration of regularities; nexus 4 – estimation and prediction. This study was fundamental for two processes in this research, one of them being the development of analyzes of two isolates captured in the OPM movement: (Iso-1) Manifestation of the conceptual nexuses of Statistics and (Iso-2) Deployment of the conceptual nexuses of Statistics to the organization of Education. And the other for the organization of the Educational Product, in which it was presented how these nexuses can be understood in the organization of teaching, in the format of an Open Educational Resource (OER) related to six videos of their own authorship, available on a free access platform. Finally, among the results, the following stood out: the relevance of understanding the conceptual nexuses from the logical-historical movement of Statistics for the (re)organization of teaching in the perspective of Teaching Orienteering-Activity; the manifestation by teachers in training of nexuses 1 and 2 on a recurring basis and difficulties in establishing other relations between concepts and differentiating what actions and concepts are for Statistics. The latter expanded the analysis of the potential of collective projects, such as that of the OPM, which trigger the need to study the object of knowledge that is taught, allowing new possibilities and perspectives.