STATISTICAL EDUCATION IN THE LITERACY CYCLE

a systematic review of research carried out before and after the implementation of the BNCC

Abstract

This research aims to analyze how the theoretical and empirical research developed in the last decade (2012 - 2022), in the literacy cycle (1st and 2nd year), which reinforce or refute the proposal of the National Common Curricular Base (BNCC), on the Teaching Statistics. For this, a Systematic Literature Review was carried out, of research developed in Brazil and published in journals. The results indicate that even if highlighted in official guiding documents, the proposal for Statistical Education is not always implemented in a way that favors student protagonism. Sometimes it is limited to passive observation of shared information, not always referenced. Such points clash with the proposal to favor a critical analysis by students of data that are consumed daily. Such gaps can be grouped into three focal points: a) lack of ongoing teacher training to work with statistical content; b) elaboration of didactic materials that approach such contents in a “shallow” way; c) scarcity of research that shows the gap when dealing with the teaching-learning of statistics in Brazil. The relevance of resolute actions for the points raised is also highlighted, considering that the Teaching of Statistics provides the progressive development of skills such as critical thinking and argumentation based on facts, providing a work articulated with the general competences of the BNCC.