Abstract
The text is part of a research that aimed to study a pedagogical proposal developed and carried out with high school students from the theoretical perspective of Critical Statistical Literacy. Evidence was sought of the contributions that this theory could bring to the teaching and learning of statistics. The methodological technique used was participant observation, which developed from news published on social media about violence against women. Data collection was carried out using three instruments: video recording of the class; teacher's logbook; and videos created as a final task by students. The analysis indicates that the theoretical perspective adopted and the use of real data in statistics classes contribute to the development of criticality on social issues and statistical literacy. Thus, it became possible to offer conditions for implementing what is partially proposed in the curricular documents guiding Brazilian education.
Published Version
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