O eixo estatística nos anos iniciais do ensino fundamental: uma análise do livro didático de matemática a partir da pedagogia histórico-crítica

Abstract

The present dissertation aimed to analyze what has been presented in statistics in the early years of Elementary School from the Buriti plus Mathematics collection. The study is a research that is based on the historical-dialectical materialism, being of the documentary type. We point out in particular that the interest of the study was to analyze the section understand information of Mathematics textbooks of the initial years of Elementary School. The discussion was based on the historical-critical pedagogical theory, the main categories of analysis were: teaching Mathematics, teaching statistics and dealing with knowledge, this last category deals with the selection, organization and systematization of knowledge in the pedagogical process . Based on the analysis, we found that the understanding information section has been dedicated to teaching skills and abilities, which are characterized by a set of alphanumeric codes and which are associated with large-scale external assessments. The pedagogical activities are developed through the resolution of problems, which point to the daily life and immediate interest of the students. During the analysis, we verified that the skills and competences addressed are what direct the teaching and learning processes, conditioning the educational work developed in the classroom.