O letramento estatístico emancipador nas séries iniciais da EJA: uma análise de conteúdo nos cadernos de apoio pedagógico da Secretaria Municipal de Educação de Manaus–AM

Abstract

This research aimed to investigate the emancipator potential of the contents of Probability and Statistics in the Pedagogical Support textbooks of the 1st to 4th Stage of Education of Young People and Adults of the municipal network of Manaus-AM through a qualitative content analysis model of textbooks. Its specific objectives were to identify and describe the ideological, cognitive and citizen dimensions of the contents of Probability and Statistics in the Pedagogical Support textbooks produced by the Municipal Education Department (SEMED-Manaus) aimed at the classes of the 1st Segment of Youth and Adult Education (EJA) in the perspective of conceptual modeling and operationalizing these dimensions in the analysis criteria for the adequacy of textbooks; test and evaluate the consistency of the criteria in the analysis of the emancipator potential of the contents of Probability and Statistics existing in the Pedagogical Support textbooks produced by SEMED-Manaus aimed at the classes of the 1st Segment of EJA; and identify and evaluate the criteria that shaped the structure of the contents of Probability and Statistics in the Pedagogical Support textbooks produced by SEMED-Manaus aimed at the classes of the 1st EJA Segment; and if they are favorable to emancipatory literacy in the perspective of Education for Critical Citizenship. For this, this research guided by the works of Paulo Freire, with regard to the formulation and dissemination of popular and citizen education, characterized by a qualitative approach, type of case study, where the statistical data served to complement the qualitative analysis of content of the sample of the didactic material chosen to replicate the model of qualitative content analysis of textbooks by Valentim da Silva (2019). Thus, it was proposed to classify, categorize, to code, analyze and compare the pedagogical activities of Probability and Statistics in three different frameworks to detect both the dimensions of emancipatory literacy and the different profiles of citizens that the didactic contents of the Pedagogical Support textbooks aim build. In this sense, a comparison of this research is presented - Rodrigues (2025) - with those of Valentim da Silva (2019), Sousa (2023) and Aragão (2024) because these previous researches applied the same model of qualitative content analysis in didactic materials, as well as the finding of the divergence when comparing what was applied in the Student Performance Assessment (SDA) of 2023 and 2024, compared to what is defined in the Pedagogical Proposal for Adults and Elderly of the Municipal Public Network of Education in Manaus as well as the absence of activities related to the thematic unit Probability and Statistics in the Pedagogical Support textbook of the 3rd Stage. In view of this, it was concluded that the emancipator potential is the fact that Pedagogical Support textbooks lack didactic activities of Probability and Statistics that stimulate an emancipatory literacy cultivated through complex mental processes to explore equally dimensions as identity, cognitive empowerment and critical thinking. The data pointed to the absence of potential elements for the construction of a participatory, critical and social justice-oriented citizenship, reasons why this research could not even identify in the methodological replication of this work, the basic level of personally responsible citizen (having good character, being honest, responsible and obedient to the laws) aimed by SEMED-Manaus in the EJA.