Educação estatística inclusiva para o exercício crítico e responsivo da cidadania no ensino fundamental II

Abstract

School inclusion is a fundamental principle of contemporary education and requires the involvement of teachers, students, administrators, and other members of the school community. Overcoming prejudice requires an education that ensures quality teaching for those who have been historically excluded, with appreciation and welcoming practices. The research reported in this thesis aimed to understand how Inclusive Statistical Education could contribute to the development of lower secondary school students (Middle School) in the critical and responsive exercise of citizenship, based on investigations about the inclusion of people with disabilities in society. The theoretical framework is grounded in studies on Inclusive Education, Critical Theory, and Statistical Education from this theoretical perspective. The study adopted a Participatory Research methodology. The participants included two professionals who work directly with students with disabilities, one student with a disability, and twenty students from a 9th-grade class in lower secondary education, in which the author of this thesis acted as a co-participant, teacher, and researcher. Data production occurred in two stages. In the first stage, interviews were conducted with professionals who supported students with disabilities. In the second stage, a sequence of lessons structured into four pedagogical moments was developed. The data produced by the participants were analyzed through an interpretative approach and organized into three analytical categories. One category was defined a priori: inclusion from the perspective of professionals. Two others emerged a posteriori from the interaction with the students, proposals for inclusion, students conceptions and representations, and evidence in students development of the critical and responsive exercise of citizenship. Regarding the latter two categories, the analyzed data consisted of records of student interactions and documentation of the implementation of the activities. This study reports strategies through which students developed awareness of social inequalities and injustices, as well as how the proposed activities promoted reflection, appreciation, and questioning of unequal social structures. As a result, the concept of Inclusive Statistical Education is proposed as an educational approach capable of fostering the teaching and learning of statistical concepts and techniques while encouraging reflection on social inequalities, thereby contributing to the construction of a more equitable and socially committed education.