A Probabilidade e Estatística no Ensino Médio na perspectiva de documentos norteadores educacionais

Abstract

In the 21st century, it is very important for our young people to develop their critical sense and their perception of technologies as a catalyst for knowledge. It is in this context that probability teaching approaches are useful. National and international educational guiding documents propose a teaching that starts from the principle of opinion formers, with the aim of creating and strengthening the critical sense of young people. Through data analysis and creation of statistical models, the student can make use of technology and develop their skills. This work attempts to elucidate the teaching of probability and statistics in Brazil, specifically in high school, as well as develops and presents experience reports of application of activities. The aim of this research is to encourage basic education teachers to develop activities in the classroom that address statistical and probabilistic content in a more meaningful and effective way. First, a summary of the historical aspects of probability and statistics was carried out. Then, a reflection is made on the teaching of probability and statistics, considering guiding and normative documents of the national Basic Education such as, the National Curricular Parameters (PCN, in portuguese) of Secondary Education, National Common Curricular Base (BNCC, in portuguese), Curricular Reference for the State of Rio Grande do Norte (RN). In addition, a comparison was made between the BNCC and the Guidelines for Assessment Reports and Instruction in Statistical Education (GAISE). Also, this work aimed to evaluate a collection of books approved by the National Book and Didactic Material Program (PNLD, in portuguese) in the year 2021, which deals with the teaching of probability and statistics in the three grades of high school. Finally, the work presents two didactic proposals, with the concept of inverted classroom, so that teachers can adapt and apply them in their classes. In order to illustrate the practice of the theory addressed, this work is composed of an experience report from the application of an activity in a high school class.