Crenças de autoeficácia, desempenho e letramento estatístico na formação inicial de pedagogos

Abstract

This study aims to investigate statistical literacy in the initial training of future mathematics teachers, focusing on the relationship between self-efficacy beliefs and statistical knowledge mobilization when solving tasks. It is grounded in the understanding that developing statistical literacy is a fundamental aspect of teacher training, especially given the increasing prevalence of statistical information in everyday social and school life. The investigation analyzed the written work of undergraduate Pedagogy students, seeking to identify evidence of statistical literacy and understand how their self-efficacy beliefs manifest when facing statistical tasks. This qualitative study involved 18 students from the Pedagogy degree program at a campus of the Federal Institute of São Paulo (IFSP). The data collection utilized a teaching sequence comprising three statistical tasks linked to a self-efficacy belief scale. The analysis of responses was based on the theoretical frameworks of Gal (2002, 2004, 2005) regarding statistical literacy, Curcio (1987, 1989) regarding levels of reading and interpretation, and Duval (2007, 2012) regarding registers of semiotic representation. The results show that participants found tasks involving reading and direct data comparison easier, but struggled with activities requiring deeper interpretation, argumentation, and conversion between different registers of semiotic representation. Furthermore, it was observed that self-efficacy beliefs did not always align with the subjects' actual performance, revealing weaknesses in their perception of their own capabilities. The study concludes that the Pedagogy degree program needs to expand students' exposure to statistical practices that integrate critical reading and interpretation in order to strengthen the confidence and statistical literacy of future teachers.