Statistical Education and the Common Curricular National Basis: incentive for projets

Abstract

This article discusses the new perspectives for Statistical Education in Brazil from the publication of the Common Curricular National Basis (BNCC). The methodological approach is the documentary bibliographic study and the theoretical framework is the Exploratory Data Analysis (AED), articulated with a model of approach through projects, guiding the analysis on the cultural, social, educational and political dimensions that permeate the discussions on the teaching and learning of Statistics in Basic Education. The results emerging from the study, guided by the question: In relation to the Parâmetros Curriculares Nacionais – PCN, the possible advances that the Common Curricular National Basis, offers for the development of Brazilian Statistical Education? This article points out possible advances in the the Common Curricular National Basis, to the extent that it expands its program, dedicating to probability and statistics and brings a detailing on the stages of the scientific production process, which aim to meet the competencies and skills to be developed by the students. We have identified that the orientations for the articulation of statistics and probability with other disciplines direct to a transdisciplinary approach, which we conjecture to be a possibility of an approach through projects that can favor the Statistical Education. Although we have identified, also, the superficiality of the document on some topics such as Probability, the stimulus to the production of knowledge through research in the approach through projects, from the initial series evident in the document can to encourage the discussion of less evident themes in its structure.