Teoria das situações didáticas e a compreensão gráfica de alunos em uma escola ribeirinha no sul do Amazonas

Abstract

This research has the pretension to contribute positively to the mobilization of statistical literacy in the Amazon region education. This mobilization is necessary, since large part the information available today is expressed through "statistical tools" such as graphs and tables. In this perspective, having a basic domain of statistical literacy skills is essential so that a citizen to exercise your full citizenship. To this, we bet on a didactic sequence, based on the Theory of Didactical Situations, as this "tool" may be able to motivate students to mobilize the skills of statistical literacy. With this knowledge, we trace the general objective of the research: to understand how the Theory of Didactical Situations can contribute to the skills of statistical literacy in 3rd grade students in a rural school in Humaitá - Amazonas. The research was developed with eight students from Escola Ribeirinha São Domingos Sávio, located in the village Auxiliadora, margin river Madeira, rural area of Humaitá, southern Amazonas. To analyze the experimental part, we used Didactic Engineering as a research methodology, through the confrontation between its phases: Preliminary analyses, conception and a priori analysis, experimentation and a posteriori analysis and validation. The experimental phase consisted of a didactic sequence composed of two activities that are based on the Theory of Didactic Situations. During the application of the two activities, the enthusiasm and motivation of the students in the search for the solution of the problem situations that had been proposed to them were evident. These factors generated an environment conducive to learning new skills and new ways of learning, based on interaction, debates and dialogues. In this perspective, we observe the occurrence of a significant, pleasant, autonomous and motivating learning process. Therefore, we are convinced that the Theory of Didactic Situations can be an alternative for a new direction in the teaching and learning processes of statistics and, mathematics in general, in this region of the Amazon.