Formação inicial de professores polivalentes: contribuições da metodologia resolução de problemas ao trabalhar a base de conhecimentos para o ensino de estatística

Abstract

This research aimed to analyze the contributions of the problem-solving methodology in addressing the knowledge base for teaching statistics in the initial education of polyvalent teachers. To achieve this objective, a qualitative study with a descriptive and explanatory approach was conducted, starting with a systematic literature review on the training of polyvalent teachers for teaching statistics. Subsequently, the historical development of the Pedagogy course in the Brazilian context was examined to understand the nuances, perspectives, and challenges involved in training these educators. Following this, a theoretical deepening was carried out regarding the knowledge base for teaching, with a particular focus on the Knowledge Base for Teaching Statistics (KBTS) and the problem-solving methodology. Finally, a teaching sequence grounded in the studied theories and methodologically structured according to the problem-solving methodology was developed and implemented. This teaching sequence constitutes the product of this thesis and is attached at the end of the document. The implementation occurred during the second semester of 2021, within a formative proposal for fourth-year students in the Pedagogy program at the State University of Ponta Grossa (UEPG). Thus, data collection was based on the activities proposed during the formative process. For data analysis, the Discursive Textual Analysis (DTA) methodology was chosen, enabling the identification of analytical units that highlight the contributions of the problem-solving methodology to developing the knowledge base for teaching statistics to future educators. These units were grouped into the category "Development of KBTS" and the subcategories: Statistical Content Knowledge, Pedagogical Statistical Knowledge, and Context Knowledge. In the subcategory "Statistical Content Knowledge," students demonstrated skills in interpreting graphs and tables, calculating measures of central tendency and dispersion, although initial doubts were overcome throughout the training. In "Pedagogical Statistical Knowledge," pedagogical strategies, curriculum understanding, and evaluative practices were emphasized, despite limitations in formative assessment. Meanwhile, the subcategory "Context Knowledge" revealed the integration of everyday themes with pedagogical practices, fostering greater student engagement in the learning process. The results indicate that pre-service teachers showed significant progress in KBTS, especially in adapting strategies to the educational context and using real data to teach statistics. However, gaps were identified regarding anticipating students' learning difficulties and designing more rigorous and formative assessments. These findings underscore the importance of deepening aspects of KBTS in future training, aiming to consolidate pedagogical and content knowledge in statistics.