Banca de DEFESA: ANDERSON HENRIQUE COSTA BARROS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ANDERSON HENRIQUE COSTA BARROS
DATE: 23/05/2023
TIME: 09:00
LOCAL: Plataforma Google Meet
TITLE:

STATISTICAL LITERACY IN TEACHER EDUCATION COURSES IN FIELD EDUCATION: dialogue and investigation with lecturers

KEY WORDS:

Teacher education courses in Field Education. Statistical Literacy. Critical Mathematics Education. Dialogue.

PAGES: 203
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

Field Education originates from the struggles of social movements for the right to land and public and socially referenced education, designed with the field people of the countryside to contribute to improving the quality of field schools. The undergraduate courses in Field Education (LEdoC) are part of public policies for the initial teacher education of field teachers committed to providing Basic Education for field people. Statistical literacy is related to reading and critically interpreting published statistical information in communication vehicles through texts, graphs, and tables. A statistically literate person can position themselves critically in the face of statistical data and communicate with other people for possible decision-making in social contexts based on its statistical information. Therefore, statistical literacy impacts the lives of field people by favoring readings of their realities. In this sense, it is important to address aspects of statistical education from the perspective of literacy in the initial field teacher education. This thesis was motivated by the following research questions: What curricular components of the LEdoC address statistics content? What are the conceptions of the LEdoC lecturers about the teaching of statistics? How can activities enhance criticality in the teaching of statistics by lecturers who teach LEdoC to promote statistical literacy? The general objective of the research was to analyze, in the light of the perspectives of Statistical Literacy and Critical Mathematics Education, the conceptions of professors who train courses of Degree in Field Education about the teaching of statistics. The study is based on the principle of Field Education, Statistical Literacy model of Iddo Gal, the concept of dialogue proposed by Ole Skovsmose inspired by dialogicity in Paulo Freire. The production of data involved the analysis of the Political Course Projects of five Higher Education Institutions that offer the formation of Mathematics and Natural Sciences teachers. In addition, interviews were conducted with lecturers who teach curricular components related to statistics content in the selected courses. Although the analysis of the PPC suggested that there are statistics contents which can be related to the field contexts, the curricular documents should be more explicit on those relationships, which could promote the statistical literacy. The interviews with the lecturers indicated potentialities for the promotion of statistical literacy in a dialogic conception when the statistics activities involve social aspects, political, economic, and cultural life of field people.

COMMITTEE MEMBERS:
Presidente - 6435441 - CARLOS EDUARDO FERREIRA MONTEIRO
Interna - 2132360 - LILIANE MARIA TEIXEIRA LIMA DE CARVALHO
Interno - 2891219 - JOSE IVANILDO FELISBERTO DE CARVALHO
Externo à Instituição - Wagner Ahmad Auarek - UFMG
Externa à Instituição - IRENE MAURICIO CAZORLA - UESC-BA
Externa à Instituição - ALDINETE SILVINO DE LIMA - UFCG