Banca de QUALIFICAÇÃO: GILUIZA CATARINA CARDOSO ALVES BORGES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : GILUIZA CATARINA CARDOSO ALVES BORGES
DATE: 14/07/2023
TIME: 09:30
LOCAL: IMD/CIVT - A305
TITLE:

STUDENT PROTAGONISM DURING A PRACTICE WITH THE PPDAC INVESTIGATIVE CYCLE IN A CLASS IN THE 5TH YEAR OF ELEMENTARY SCHOOL

KEY WORDS:

Student protagonism; Statistical literacy; Investigative cycle.

PAGES: 65
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

Pedagogical practices with statistical literacy mobilize in students the skills and competencies necessary for their daily lives. It is relevant that learning experiences promoting investigative thinking and statistical literacy are developed with students from the early years of Elementary Education, fostering both learning autonomy and societal engagement. The use of the Investigative Cycle PPDAC (acronym for Problem, Planning, Data Collection, Analysis, and Conclusion) not only promotes investigative thinking but also facilitates student statistical literacy, providing meaningful and active learning. In this sense, with the purpose of stimulating student involvement and engagement through an investigative and creative practice that influences the development of statistical literacy, the central question of this research is: How can student autonomy be developed in all phases of PPDAC to promote statistical literacy in the early years of Elementary Education? Thus, the general objective of this research is to analyze the development of student autonomy in all phases of PPDAC to promote statistical literacy in a 5th-grade classroom. To achieve this, the following specific objectives have been outlined: Investigate student autonomy in statistical and scientific skills in the national and regional curriculum guidelines; Identify the skills of statistical literacy in the 5th grade; Implement an investigative and creative practice through the PPDAC investigative cycle with students in the early years of Elementary Education. The theoretical support includes Cazorla and Santana (2010), Gal (2002), Cazorla (2017), Campos, Wodewotzki, Jacobini (2011) in the field of statistical literacy; Pagano (2017), Santos, Felicetti (2013), Costa (1999) for student autonomy; and Wild and Pfannkuch (1999) for the PPDAC Investigative Cycle. The research will be carried out with 5th-grade students from a public state school in the city of Natal/RN. The methodology of this research is qualitative, aiming to study the object of study in its social context, thus being exploratory in nature. Data collection will involve video recordings, photographic records, and student productions. To map student autonomy in the curriculum documents, a documentary research was conducted in the National Common Curricular Base (BNCC) and the Curricular Document of Rio Grande do Norte for Elementary Education, seeking skills described for the 5th grade, primarily in the areas of Science and Mathematics. The research method will be Action Research due to the researcher's involvement in the intervention with the participants. The implemented investigative and creative learning practice will be carried out through a research process that starts from a problem identified by the students themselves. As a result, it is expected that the students will act as protagonists in all stages of the PPDAC Investigative Cycle. So far, we have identified student autonomy in statistical and scientific skills in the national and regional curriculum guidelines.

COMMITTEE MEMBERS:
Presidente - 2178446 - DENNYS LEITE MAIA
Interna - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA
Externo à Instituição - MARIA ELIZABETE SOUZA COUTO - UESC