Desvelando desigualdades: educação estatística emancipatória e interseccionalidade na leitura da realidade no ensino médio

Abstract

When articulated with intersectionality, Statistical Education constitutes a powerful analytical tool for the critical understanding of social inequalities and the power relations that structure them. From this perspective, this study investigates how pedagogical proposals grounded in Statistical Education can support students in understanding intersectional dynamics and the power relations that structure and perpetuate social injustices, thereby enabling critical and transformative action in response to social reality. The research was conducted with nine high school students from a public school located in the municipality of Pacajus, Ceará, Brazil. A participatory research methodology was adopted, supported by participant observation, allowing the articulation of pedagogical practices with the participants’ everyday experiences. Data production occurred through the implementation of pedagogical proposals, dialogical discussion circles, and school-based investigations. Data collection involved audio recordings, observations, photographic records, and field notes. Data analysis followed an interpretive approach and was organized into five analytical themes: recognition of an intersectional problem, planning of an investigation, data collection, representation of results, and reflections oriented toward transformative actions. The findings indicate that the integration of Statistical Education and intersectionality fosters a deeper understanding of social injustices and the power relations that sustain them, promotes investigative autonomy and the development of critical thinking, and emerges as a powerful pedagogical approach for unveiling inequalities and strengthening citizenship education committed to social transformation. As a theoretical contribution, the study advances the concept of Emancipatory Statistical Education, understood as a pedagogical movement that redefines the teaching and learning of statistics as inherently social and political practices oriented toward collective emancipation. This perspective expands the field of Statistical Education by positioning intersectionality as a central axis in the formation of subjects capable of mobilizing statistical knowledge as a language of resistance, critical analysis, and the promotion of social justice.