Modelo para proposição de problemas para aplicação da metodologia de ensino aprendizagem baseada em problemas articulada com a educação estatística crítica

Abstract

This study aims to propose a model for problem formulation within the scope of the ProblemBased Learning (PBL) teaching methodology articulated with Critical Statistical Education (CSE). The research, of a qualitative nature, adopts a systematic literature review, encompassing articles from the Web of Science and Scopus databases, selected through the Methodi Ordinatio, as well as national journals ranked Qualis A1 and A2 that address the use of the PBL methodology in Statistics education. The investigation was designed to address the general objective and specific objectives by examining the principles and characteristics of the PBL teaching methodology and comparing it with the Traditional Teaching Method, in order to assess its formative potential in Statistical Education and its contributions to the development of critical thinking. It also sought to understand the foundations of Statistical Competencies and the intersection between Statistical Literacy, Reasoning, and Thinking, in order to adopt a critical perspective and understand Critical Competence from sociopolitical and epistemological perspectives. As a result, a proposal for problem formulation was systematized, articulated with the 3C3R model, the phases of the PBL teaching methodology, and the assumptions of CSE, from which the MAF model (Goals, Affectivity, and Formulation) emerged. The MAF constitutes a conceptual and operational synthesis of this articulation, functioning as a theoretical-methodological framework to structure problems that connect statistical content, social context, and criticality. Structured into four interdependent stages, the model translates three fundamental axes: a) Goals, which guide pedagogical intentionality; b) Affectivity, which mobilizes cognitive and emotional engagement through socially relevant themes; and c) Formulation, which organizes the investigation and the development of the problem from a critical perspective. It is concluded that the integration between the 3C3R model, the PBL methodology, and the assumptions of CSE, synthesized in the MAF model, supports the formulation of problems capable of fostering critical reflection, investigative reasoning, and informed decision-making, contributing to the development of Critical Competence. As this is a theoretical study, the proposed model shows potential to guide pedagogical practices and support future research committed to the education of individuals capable of interpreting, questioning, and acting upon reality through data analysis.