Knowledge developed by Brazilian teachers from a collaborative training in statistics

Abstract

This article aims to analyze the narratives of two Brazilian teachers, who work in Elementary Education, based on their participation in a collaborative teacher education in statistics, for professional development. This is a qualitative research, which uses audio and video recordings during training, planning, practical actions and reflective sessions. The data were analyzed using the content analysis techniques. When comparing knowledge before and after training, it was possible to verify that the teachers developed learning related to statistical content and pedagogical practice to teach statistics. Understanding, experiencing and reflecting on the PPDAC investigative cycle contributed to the development of statistical literacy. The teachers recognized the benefits of exploring real contexts, and actively engaging students, as opposed to traditional approaches. The teacher education methodology promoted reflective processes on practice, the co-production of knowledge and professional development. This study highlights the positive impact of collaborative training on the pedagogical practices of statistics teachers.