Um estudo sobre a abordagem dos conteúdos estocásticos na Educação Básica no Brasil sob a ótica da Teoria Antropológica do Didático

Abstract

We live in a stochastic world from the point of view of uncertainty, or luck, or probability. The term "stochastic" in Brazil has been frequently used by several researchers in the teaching of Statistics, Probability and Combinatory, referring to the interconnection between combinatorial, probabilistic and statistical concepts. There is a real lack of research on the topic "Stochastic" for several reasons; one of them would be the formation of a cycle where the discipline Statistics is less and less valued. The guiding question of the research was: "What relations can we establish between the public documents guiding the Brazilian education of Elementary School, aimed at students and teachers, considering the Teaching of Stochastics in Basic Education?" Thus the objective of this work was to determine the relationships established between the curricular guidelines documents in Brazil at national, state and municipal level, aimed at students and teachers, thinking Stochastic Education in Basic Education, specifically Elementary School. The theoretical basis was based on the Didactic Anthropological Theory (TAD) and its Ecological Perspective. We hypothesized that we formulated the Stochastic Teaching Ecosystem in Basic Education and, in this analysis, we consider the document GAISE - Guidelines for Assessment and Instruction in Statistics Education (FRANKLIN et al., 2005) for Teaching Statistics. To reach the proposal, we consider inherent aspects of stochastic knowledge, including social, environmental, political and economic aspects. Thereby we consider the analysis of the object-person-institution triad according to the Didactic Anthropological Theory (TAD), based on the anticipation of variability for comprehension and a good formulation of the statistical question. The results pointed out that the curricular documents, National Curricular Parameters (PCN) and the National Curricular Common Base - BNCC (Institution - I) focus more on the question of skills, that is, the practical application of a certain competence to solve a given situation, being That some are more content like the Basic Curricular Content of the State of Minas Gerais (CBC) and the Municipal Curricular Guidelines of Uberaba. In addition, we understand that the documents present important elements for a Stochastic teaching through contextualization and Problem Solving. On the other hand, they do not adequately potentiate Stochastic teaching because they do not address real situations experienced by students, and that is they do not regarding their origins, their experiences and that teaching and learning do not make sense for these students. There is an isolated "guiding" regarding the teaching of Statistics, Probability and Combinatorial Analysis; Not having the perception that these contents in the solution of daily problems should be considered and used according to the needs of the solutions, converging to the teaching of Stochastic. Therefore, based on shortcomings, we believe in an expectation of the inclusion of Stochastic Education in the curricula of teacher training in Mathematics and in the elaboration of curricular documents aimed at Basic Education so that it really guides the teacher who teaches Stochastic, both methodologically and in practice, together with teachers, researchers, State, Municipal and Federal agencies based on educational research.