Letramento estatístico nos anos iniciais: saberes e práticas na formação continuada de professores

Abstract

This research aimed to understand the transformations in the knowledge and pedagogical practices of teachers in the early years of schooling, within the context of continuing education focused on the teaching of Statistics. The study stemmed from the observation that the teaching of Statistics, although foreseen in curricular documents, is still little explored in teaching practices and in the initial training of literacy teachers, highlighting the need to consolidate formative spaces that articulate theory, practice, and critical reflection. Qualitative in nature, the investigation was based on action research as a methodology, understood as an investigative and formative process aimed at transforming reality through dialogue, reflection, and collective action of the participants. The study was developed in a school in the municipal network of Uberlândia (MG), with the participation of three teachers from the early years of schooling. Data production included semi-structured interviews, records of formative meetings, audio recordings, and field notes. The results show that, although the participants recognize the importance of statistical literacy, they present significant gaps in their initial and continuing training, as well as insecurity when addressing statistical content in the classroom. The training process proved to be a fertile space for dialogue, reflection, and re-signification of teaching practices, contributing to the broadening of understandings about the teaching of Statistics and to the development of more investigative and contextualized pedagogical proposals. As an integral part of the study and educational product resulting from the research, a pedagogical notebook entitled "Statistical Literacy in the Early Years: dialogues and practices in the continuing education of teachers" was developed, which brings together the pedagogical proposals built collaboratively during the training sessions. The material aims to support other educators interested in incorporating the teaching of Statistics in a contextualized, critical, and meaningful way into their pedagogical practices, articulating them with theoretical reflection.