Educação estatística, combinatória e interseccionalidade na análise das desigualdades sociais

Abstract

The main objective of this thesis was to investigate how integrating intersectionality, combinatorics, and statistics studies into basic education can help students understand the structures of social inequalities, analyze their impacts on communities, and propose concrete actions to promote social justice and equity. Grounded in the theoretical perspectives of Statistical Education, from a critical perspective and intersectionality, the research adopted the participatory research method, involving 9th-grade elementary school students and the teacher-researcher as investigator. Data collection was conducted through recordings, observations, and written records during pedagogical activities planned and developed with the contribution of the Equity in Mathematics, Statistics, and Science Education Research Group (GEMEC). The interpretative analysis was organized into five main categories: subjective understanding, intersectional understanding, statistical understanding, combinatorial understanding, and critical intersectional awareness. The results revealed that the articulation between these fields of knowledge fosters the development of critical statistical literacy and social awareness among students, enabling them to analyze real data, identify patterns of inequality, and understand the relationship between different social markers. In this context, statistics was mobilized as a tool for denunciation and transformation, combinatorial analysis as a resource for representing and problematizing social interactions, and intersectionality as a lens for understanding the intertwining of inequalities and power relations present in society.