Mobilização do letramento estatístico articulado ao contexto socioambiental

Abstract

The objective of this research was to analyze if the statistical literacy occurs in students of the 5th year of elementary school through articulation with the socio-environmental context. In order to succeed in our objective, we used the Vergnaud Conceptual Field Theory, as it provided us with a theoretical framework about the subject's cognitive development in the midst of learning situations and the Theory of Didactic Situations developed by Brousseau, in which we explore the adidáticas situations. For the elaboration, development and analysis of our didactic sequence, we used didactic engineering as a methodological reference. The subjects of our research were five students, randomly selected, from the 5th year of elementary school of a public school located in the municipality of Humaitá - AM. The construction and analysis of the data were performed through the protocols of production and audio-visual recordings of the conversations of the students during four meetings. In each of them, the statistical literacy was articulated with the socio-environmental context, through the following proposed activities: "Selective Collection in school", "Vertical vegetable garden with PET bottles" and "Sustainable Picnic" with the students. Thus, based on the elaboration of six theorems-in-action related to the three levels of statistical literacy, we could affirm that the articulation with the socio-environmental context promoted the mobilization of the culltural, functional and scientific levels, showing concepts such as relation of order and between sets, mental calculation, mathematical operation and simple arrangement concept. Thus, through the reflections on the theoretical-methodological choices, we verified that the socio-environmental proposals are presented as both awareness-raising and curricular integration proposals.