A educação estatística e a formação inicial de professores de matemática: contribuições de um projeto para a constituição dos saberes docentes

Abstract

This doctoral dissertation is linked to the Postgraduate Program in Teaching Science and Technology, at the Federal University of Technological - Paraná (UTFPR), attached to the research group Didactic Material for Probability and Statistics Teaching in Basic and Higher Education. The research presents an analysis about the contributions of the offer of a Project of Statistics Teaching in the initial formation of Mathematics teachers for the development of statistical skills and for the teaching practice. To achieve the proposed objective, was based on theoretical bases on the formation of Mathematics teachers, the national curricular guidelines for teacher training, the teaching knowledge and, the field of Statistics Education and the statistical skills. The methodological procedures adopted were based on the concepts of qualitative research. It has elaborated and implemented a statistics teaching project, consisting of Statistics and Probability tasks, reading and discussion of scientific articles, statistics research and the graduates were invited to elaborate a teaching activity. Participed in the project, 11 (eleven) graduates from a public university in the State of Paraná, Brazil, which lasted 36 (thirty-six) classes. As an instrument for data collection, we used the tasks of Statistics and Probability, the learning narratives and the reflective memorials. The analysis of the data collected was carried out in the light of the Discursive Textual Analysis theory that allowed the interpretation and understanding of the records produced by the participating graduating. Among some of the results found stand out: 1) The intrinsic relation of statistics competences with teaching and learning, since the project carried out allowed to identify the statistical skills as disciplinary knowledge; 2) The actions of the trainer can alter the relations of the graduating with the knowledge; 3) The discussion of the importance of the approximation and articulation between Hight Education and Basic Education; 4) The manifestation and development of the knowledges teaching the knowledge necessary for teaching. The development of the research allowed to elaborate a pedagogical proposal as educational product, that collaborates with the initial formation process of the graduating in Mathematics.