<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932023000100212</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v28e2023a8357</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Insubordinação criativa na implementação de práticas pedagógicas no contexto da Educação Estatística]]></article-title>
<article-title xml:lang="en"><![CDATA[Creative Insubordination in the implementation of pedagogical practices in the context of Statistical Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pita]]></surname>
<given-names><![CDATA[Ana Paula Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perin]]></surname>
<given-names><![CDATA[Andrea Pavan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Celso Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Metropolitana de Santos Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Santos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Faculdade de Tecnologia de Itapetininga  ]]></institution>
<addr-line><![CDATA[Itapetininga SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Pontifícia Universidade Católica São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932023000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932023000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932023000100212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é destacar aspectos referentes à Insubordinação Criativa diante do desenvolvimento de práticas pedagógicas no contexto da Educação Estatística Crítica após uma formação continuada. Para tanto, foram analisadas narrativas de professores que ensinam Matemática nas seguintes modalidades: educação infantil, ensino fundamental, ensino médio e educação de jovens e adultos. Durante a formação, os docentes participantes tiveram como proposta atividades voltadas para um ensino crítico, reflexivo e dialógico por meio de discussões sobre temas como perspectivas da modelagem Matemática enquanto abordagem pedagógica, definição das competências da Educação Estatística e perspectivas da Educação Crítica. Além disso, foram oportunizados, durante os encontros, momentos para que os professores formulassem, aplicassem, discutissem, reformulassem e voltassem a discutir projetos. Optou-se por utilizar narrativas para a geração de dados, para reflexão e formação docente e como produto sobre acontecimentos relacionados à Educação Estatística Crítica. Compreende-se que, ao propor ações voltadas para essa vertente, provavelmente o professor cria possibilidades para o desenvolvimento da competência crítica, que é importante para todos, por valorizar o diálogo e as reais necessidades dos sujeitos envolvidos no processo de ensino e aprendizagem. Após analisar as narrativas, foi possível perceber a importância do ensino e da aprendizagem em uma vertente crítica e participativa do professor e da teoria refletida na ação e entre os docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this paper is to highlight aspects related to Creative Insubordination in face of the development of pedagogical practices in the context of Critical Statistical Education after an extended professor training. For that, we emphasized the narratives of professors who teach Mathematics in the following modalities: Early Childhood Education, Elementary Education, High School and Youth and Adult Education. During the training, the participating professors faced activities geared towards a critical, reflective and dialogical teaching. Therefore, discussions were made on topics such as perspectives of mathematical modeling as a pedagogical approach, definition of the competences of Statistical Education and perspectives of Critical Education. Moreover, during the meetings, moments were provided for professors to formulate, apply, discuss, reformulate and discuss projects. It was decided to use narratives to generate data, for reflection and teacher training as a product about events related to Critical Statistical Education. We understand that, by proposing actions aimed at this aspect, professors tend to create possibilities for the development of critical competence, which is important for everyone, as it values dialogue and the real needs of the subjects involved in the teaching and learning process. After analyzing the narratives, it was possible to perceive the importance of teaching and learning in a professors&#8217; critical and participative perspective. It was also important to perceive the theory reflected in action and the exchange of experiences among professors.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Educação Crítica]]></kwd>
<kwd lng="pt"><![CDATA[Educação Estatística Crítica]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Critical Education]]></kwd>
<kwd lng="en"><![CDATA[Critical Statistical Education]]></kwd>
<kwd lng="en"><![CDATA[Training]]></kwd>
<kwd lng="en"><![CDATA[Narratives]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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