Sentidos atribuídos por estudantes de uma turma de terceiro ano do ensino médio em uma atividade interdisciplinar fundamentada na educação estatística

Abstract

This research aims to understand if students attributed meanings to an interdisciplinary activity focusing on Statistical Education. We chose the qualitative methodology, as it allows a deep understanding of social phenomena, exploring perceptions, attitudes and behaviors in detail. The study was carried out in the 2023 3rd year high school class, iat Professor Affonso Neves State School, in São Francisco neighborhood, in the city of Belo Horizonte. The researcher has a history of involvement with this school, starting in 2011 as a Mathematicsteacher and, later,taking on rolesin schoolmanagement,starting in 2019. The researcher, acting as school principal, invited the students to participate in an interdisciplinary activity that involved teachers’ collaboration from Physics, Geography and Biology disciplines. During the meetings, information was recorded in audio, video and in a field diary. To develop this research, students were organized into groups and encouraged to select a study topic that was aligned with their personal interests, overcoming school environment barriers and establishing connections with other disciplines. As methodological procedures, participant observation with students and semi- structured interviews with students and collaborating teachers were used. Students’ social and temporal context played a fundamental role, enabling a contextualized analysis related to the reality of their lives. Throughout the research, we have sought to introduce mathematical and statistical concepts, with the purpose of bringing school mathematics closer to students' everyday situations. Moreover, the research has also invested in the students' relationship with school education, addressing references that deal with the relationship with knowledge, youth sociology, interdisciplinarity and mathematics teaching and learning and statistics. As a result of this research, we highlight the perception that students' relationship with knowledge varies when faced with these activities. However, we can notice that when it comes to issues related to their lives, they show greater interest and produce meaning for school education.