Formação continuada de professores: a segmentação de dados estatísticos no desenvolvimento do letramento matemático nas diferentes áreas do conhecimento

Abstract

Educational practice is an integral part of the dynamics of social relations, and it is important to understand that social relations are not immutable, but rather, are subject to change, which means that they can be transformed by the subjects that are part of them. Thus, it is possible to (re)elaborate the didactic perspective and action in teaching situations, making pedagogical practice something that contributes to the development of mathematical literacy, which consists of necessary and important skills and abilities for acting in the social environment, in order to transform it according to the social, economic and political needs of a community. In this sense, the research sought to develop an interdisciplinary didactic situation based on the segmentation of statistical data, to support the continued training of teachers and the learning of students in the context of mathematical literacy. This study was conducted based on the assumptions of Didactic Engineering, which, in light of existing theories, investigated the application of didactic sequences with dynamic tables supported by the Theory of Didactic Situations (TSD) as a teaching methodology in different areas of knowledge, through training meetings with teachers to appropriate concepts, analyze didactic situations and build an educational product based on the observations described by the research participants. Finally, it was evident that 100% of the interviewees understood the didactic situation as a teaching proposal presented in a promising environment, evidencing real meanings and postures for the construction of knowledge essentially necessary for life in society.