<?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>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362020000100151</article-id>
<article-id pub-id-type="doi">10.46551/emd.e202052</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino de Estatística apresentado nos materiais curriculares dos três primeiros anos do Ensino Fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching of Statistics presented in the curricular materials of the first three years of Elementary School]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Priscila Bernardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borelli]]></surname>
<given-names><![CDATA[Suzete de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Curi]]></surname>
<given-names><![CDATA[Edda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Cruzeiro do Sul  ]]></institution>
<addr-line><![CDATA[ São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Secretaria Municipal de Educação de São Paulo  ]]></institution>
<addr-line><![CDATA[ São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Cruzeiro do Sul Programa de Pós-Graduação em Ensino de Ciências e Matemática ]]></institution>
<addr-line><![CDATA[ São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>4</volume>
<numero>10</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362020000100151&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362020000100151&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362020000100151&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo tem por objetivo analisar se as atividades propostas no material curricular de Matemática, denominado Caderno do Aluno, do projeto Educação Matemática nos Anos Iniciais (EMAI), dos três primeiros anos do Ensino Fundamental, empregado pela Rede Estadual de Ensino de São Paulo, permitem o desenvolvimento da Literacia Estatística dos estudantes. Assim, optou-se pela análise documental na perspectiva de Bardin (2016). Como resultados, foi possível observar que as atividades analisadas contribuem para a promoção do desenvolvimento da Literacia Estatística, por encaminhar os estudantes na compreensão das informações estatísticas, na organização dos dados e na representação de tabelas. Contudo, observou-se que a aquisição da Literacia Estatística requer outras habilidades que as atividades não incentivam tanto &#8212; a capacidade de argumentar, a construção e representação de gráficos e tabelas, a apropriação do vocabulário estatístico e a competência de produzir textos acerca de suas interpretações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study aims to analyze whether the activities proposed in the Mathematics curriculum materials, called Caderno do Aluno, Educação Matemática nos Anos Iniciais (EMAI) project, from the first three years of Elementary School, employed by the State Education Network of São Paulo, allow the development of Literacy Student statistics. Thus, we opted for documentary analysis from the perspective of Bardin (2016). As a result, it was possible to observe that the analyzed activities contribute to the promotion of the development of Statistical Literacy, by guiding students in understanding statistical information, organizing data and representing tables. However, it was observed that the acquisition of Statistical Literacy requires other skills that the activities do not encourage as much &#8212; the ability to argue, the construction and representation of graphs and tables, the appropriation of statistical vocabulary and the competence to produce texts about their interpretations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Literacia Estatística]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Anos Iniciais do Ensino Fundamental]]></kwd>
<kwd lng="en"><![CDATA[Statistical Literacy]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teaching]]></kwd>
<kwd lng="en"><![CDATA[Early Years of Elementary School]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
