Compreendendo a Agenda 2030 por meio da análise estatística: estratégia de ensino estimuladora de reflexões críticas

Abstract

Various efforts have been made to establish international agreements to reduce the various environmental and social problems that have erupted on planet Earth in recent years. Thus, every day we come across news that alerts us to this situation. However, this information is conveyed through statistical resources that are not always known to society. Thus, this study aimed to conduct an exploratory analysis of statistical data as a teaching strategy to stimulate critical reflections on environmental issues in high school. Thus, the objective of this study was to analyze the contribution of exploratory data analysis in the study and critical reflection of high school students on the Sustainable Development Goals (SDG)of the 2030 Agenda. To this end, the specific objectives adopted were: To describe the environmental perception of high school students regarding the SDG of the 2030 Agenda; to develop statistical analyses of data relevant to the study of the SDG of the 2030 Agenda with high school students; to create a didactic sequence for the study and critical reflection of high school students on the SDG based on the exploratory analysis of statistical data. The research methodology was characterized by being applied in nature with a qualitative approach, constituting an important stage of the procedures established by action research. As a result of this study, a didactic sequence was obtained for use by other educators in interdisciplinary activities, with the aim of democratizing knowledge and promoting a collaborative and practical approach between educators and learners, respecting diversity and dialogue.