Disciplina de estatística na matriz curricular dos cursos de licenciatura em Matemática no Brasil

In this research, we aim to understand how the Statistics disciplines are structured in the Curricular Matrix of the Degree in Mathematics courses in activity in Brazil. We conducted a qualitative research in the documentary modality, through the analysis of 190 Pedagogical Projects of Courses (PPCs) of Degree in Mathematics of all the geographic regions of Brazil. As a theoretical reference, we have recourse to several researchers that address the importance of Statistical Training in the Degree in Mathematics. To analyze the data, we used some procedures of the Content Analysis in the perspective elucidated by Bardin (1977), which provided us with four Categories of Analysis that represent the central aspects of the research: (i) Descriptive Statistics; (ii) Inferential Statistics; (iii) Combinatorial Analysis and Probability; (iv) Teaching Statistics in Basic Education. These categories of analysis were interpreted through a dialogical movement between the data, the theoretical reference, the research objective, as well as our perceptions. The interpretative analysis of these categories allowed us to understand that although there are statistical knowledge disciplines in 97% of the curricular matrices of the Degree in Mathematics PPCs in Brazil, they privilege the conceptual approach to the detriment of an approach more related to the pedagogical knowledge of the contents of Statistics that future teachers will work in Basic Education schools. Thus, the results of the present research point to the need for a reshaping of the disciplines of Statistics by the Teaching Core Structures (NDEs) convergent for the future teaching practice of Mathematics graduates in primary and secondary education.