Arquitetura pedagógica para a aprendizagem de estatística por meio de temas urbanos amazônicos

Abstract

This research aimed to foster student agency, autonomy, and cooperation in the development of statistical competencies and skills at the high school level, using urban Amazonian themes as a learning context. The proposal was grounded in the perspective of Pedagogical Architectures, integrating active methodologies—specifically the Flipped Classroom and Project-Based Learning—with Piaget’s constructivist principles and Paulo Freire’s problem-posing pedagogy. The study was conducted at a state public school in Manaus, involving second-year high school students. Initially, a pilot experiment was carried out to refine the planning of the pedagogical architecture. Subsequently, the experimental implementation took place, structured in stages that included a diagnosis of the school context, an assessment of prior knowledge, the development of pedagogical interventions, the application of assessment tools, and the analysis of results. The proposed architecture organized the teaching process into three main phases: an initial exploration of the context and students' existing knowledge; the development of flexible pedagogical interventions adapted to the class's needs; and continuous learning assessment, covering conceptual, procedural, and attitudinal aspects. This structure allowed for the integration of various methodologies and technological resources aligned with learning objectives. The results demonstrated that the proposal fostered the development of statistical competencies while enhancing student agency, autonomy, cooperation, and critical thinking. It also helped bridge the gap between Statistics and the Amazonian reality, making learning more meaningful through the investigation of real-world problems within the local context. Despite challenges regarding time constraints, access to technology, and initial student resistance, the architecture demonstrated the potential to transform Statistics education into a more investigative, participatory, and contextualized process. As its main contribution, the research presents a replicable pedagogical architecture that is flexible enough to be used not only in Statistics but also in other curricular subjects, preserving its investigative structure while allowing for the adaptation of methodologies, content, and study problems.