Formação de professores dos anos iniciais do ensino fundamental: base de conhecimento no ensino da estatística

Abstract

This study aims to conceive the knowledge base to be considered in a proposal for teacher training for statistics teaching in the early years of elementary school. To reach this goal, a qualitative, exploratory, and explanatory research was developed, begi nning with systematic reviews of the literature on teacher training for statistics teaching, deepening the theory of the Knowledge Base for Teaching, by Lee Shulman and Pamela L. Grossman and ending with interviews with teachers of the early years of eleme ntary education in the state of Paraná and Brazilians expert researchers in Statistical Education. The data analysis was supported by the methodology of Textual Discourse Analysis (TDA), allowing reflection on the knowledge, practices, and desires of the participants. The results indicate that there is a range of specific knowledge for teaching statistics, which involves content and didactics. Among the basic knowledge for teaching statistics are: (i) content knowledge of statistics, which involves the specific content, its syntactic and substantive structures, and the field of Statistics Education; (ii) general pedagogical knowledge, encompassing the components students and learning , classroom management, curriculum and teaching, and assessment of lea rning; iii) pedagogical knowledge of statistics, including a range of knowledge specific to the teaching action, such as the purposes for teaching statistics, the understanding of students, the curriculum, pedagogical strategies and assessment of learning in Statistics and iv) the context, which is directly related to knowledge of the understandings of students, the community, the district and the school where the teaching function is performed. Regarding the continuing education proposals, it can be said t hat attention is needed to: i) captivate teachers; ii) understand how the teacher's basic and professional education was; iii) diagnose their previous knowledge regarding the content; iv) respect their pedagogical knowledge; v) prioritize the teacher's act ivity during the proposals ; and vi) choose proposals in which the content is treated while investigations are carried out through projects that involve the teacher's context.