Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Corrêa, Alessandra de Abreu
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| Orientador(a): |
Rocha Filho, João Bernardes da
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências e Matemática
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| Departamento: |
Escola Politécnica
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/8997
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Resumo: |
In this study, the articulations between the transdisciplinary elements and the teaching practices related to the teaching of Statistics in the Eighth and Ninth Grades were analyzed. The National Curricular Common Bas (current document) emphasizes that concepts, facts and statistical procedures must be related to problems of everyday life, science and technology. The pedagogical practice to be consolidated are based on research and in the exploration of these situations, seeking the acquisition of knowledge less compartmentalized and focused on the scientific, intellectual and humanize deducation of the student. The transdisciplinarity is one of the scientific approaches that have for the purpose of personal growth and development. This approach is based on competencies and knowledge are respected and conserved looked for an approximation between the transdisciplinarity, like attitude, before the knowledge, and the field of Statistical Education. Based on this contextualization, the question that guided this study was expressed in thefollowing question: how are the transdisciplinary elements and the conceptions of Statistical Education articulated in teaching practices in the final years of elementary school? For, it was realized that the subjects related to transdisciplinary elements in the teaching practices tend to be secondary, just as there is an omission of the indicators coming from the transdisciplinarity produced in these conditions. In the analytical field, the possible approximations between Statistical Education and transdisciplinary studies were described and analyzed, seeking to understand their potential in the practices mobilized in the final years of elementary school. For the purposes of this study, the articulations between transdisciplinarity and Statistical Education emerged from the teaching conceptions that were evidenced in the episodic interview, answered by two participants graduated in Mathematics and who teach in elementary school. Data analysis was performed based on the assumptions and procedures of the Discursive Textual Analysis and characterizes a qualitative, analytical and comprehensive approach. In the theoretical point of view, the Statistic Education was considering, particularly in the final years of Elementary School, as statistical content whose objectives are collecting, organizing and presenting data through tables and graphs, as well as calculating and 12 interpreting the measures of central trends. Developing the critical discussion, the rationalargumentation and the use of the statistical language adequate for theinterpretation and validation of information. Finally, in this thesis, we presentedtransdisciplinary elements articulated with the teaching of Statistics, having as relevance the indicators: (I) solidary teaching, levels of reality and belonging to the cosmos. (II) Respect for the other and cooperation, and the last category with indicators transcendence and learn to learn in teaching practices of Statistics teaching in the final years of elementary school. The conclusions pointed out suggest that there are links between indicators of transdisciplinarity and teaching practices that cross the professional dimension and reach a transdisciplinary attitude |
