Aprendizagem sobre construção e análise de dados estatísticos na educação de jovens e adultos com vídeo cases

Abstract

Youth and Adult Education (EJA) plays a fundamental role in promoting equal opportunities and combating illiteracy, in addition to enabling and emphasizing concepts for basic Mathematics learning. In this sense, the implementation of innovative methodologies with a variety of audiovisual resources is an alternative that can further strengthen students' probabilistic and statistical skills regarding the development of pedagogical practice. Thus, the general objective of this study was to analyze how a didactic sequence, based on the use of video cases, can contribute to learning about the construction, interpretation, and comparison of statistical data with EJA students. To this end, the theoretical-scientific assumptions that support this discussion are affiliated with studies on scientific methodology (Almeida; Valente, 2011; Braga, 2022; Creswell, 2010; Ferrés, 1996). This research is characterized by being qualitative and exploratory in nature, since it examines the object of study in its social context, using questionnaires, application of tests, interviews with focus groups, analysis of audiovisual resources and a logbook for data collection. The research method used was action research, due to the conduction of the intervention process through the application of the didactic sequence with the use of video cases and joint participation of the researcher and students. The field research was carried out in a state public school, located in the urban area of the municipality of Ceará-Mirim-RN, with a class of the 1st grade of high school of EJA. The choice of the research locus arose from the need to innovate the pedagogical practice in Mathematics classes, using videos that address the thematic units of statistics and probability. This initiative was motivated by my years of experience as a teacher at this institution, seeking to make learning more dynamic and accessible to students. The educational product resulting from this research was a didactic-pedagogical notebook for Mathematics teachers, which addresses how a didactic sequence, based on the use of video cases, can contribute to learning about construction, interpretation and comparison of statistical data with students in EJA. The proposal presented during the didactic intervention was developed so that the student can be the protagonist of the process, making the video become an incentive for creativity. This study contributes to the educational field by proposing an innovative approach, in the specific context (research site and participants), for teaching Mathematics in EJA, highlighting the role of technologies in the integral education of students.