Probabilidade: propostas para os anos iniciais a partir da BNCC

Abstract

This article proposes an analysis of probability teaching in the early years of Basic Education from the Common National Curriculum Base (BNCC). This work is justified by the need for continuous teacher education, considering the need for curricular innovation due to the study of probability - from ideas about randomness, through the concepts of sample space and quantification of probabilities, to the notion of risk. The theme of this article is to observe the activities proposed by the textbook regarding the teaching on probability, making a counterpoint to the theory of Bryant and Nunes (2012). The problem arises: is it difficult for students to assimilate the content proposed by mathematics, with probability being one of them? To solve this problem, an identification is made of the guidelines defined in the current literature regarding teaching and learning of probability in the early years of education, covering what the BNCC proposes for the educational process in Brazil. It is concluded that the list of observed activities commits to meaningful approaches in the classroom, since it is a procedural construction of probabilistic knowledge in the early years of Basic Education.