Critical statistical literacy versus social media communications
DOI:
https://doi.org/10.24220/2318-0870v28e2023a8392Keywords:
Information analysis, Statistical research, Statistical literacy, Critical thinking, ClassroomAbstract
Studies related to statistical education show that learning focused on the content of statistics requires an approach that goes beyond just procedural calculations. There needs to be reflections and perceptive preparation based on real contexts for citizenship education. Based on this assumption, in this master’s research section, the objective was to analyze what are the contributions regarding critical statistical literacy, when a pedagogical activity is built from data published on social media and carried out in a school environment with third-grade students of a high school year. The research has a characteristic of participant observation, in which the first author fulfilled the role of professor and researcher. The investigation was based on the theoretical framework of critical statistical literacy. An excerpt from a narrative published on a YouTube channel by a well-known Brazilian journalist was exposed to the students. In the video, the journalist compared the number of deaths in Brazil between the years 2019 and 2020. Data were collected by video recording, logbook and texts prepared by these students at the end of the investigation. Data analysis indicates that work from the perspective of critical statistical literacy develops critical thinking about issues that permeate the students’ daily lives, and helps to build their perceptions about the responsibility of acting in society.
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