<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302023000100133</article-id>
<article-id pub-id-type="doi">10.14393/er-v30a2023-35</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma análise subversivamente responsável de orientações metodológicas de algumas diretrizes curriculares para Educação Estatística]]></article-title>
<article-title xml:lang="es"><![CDATA[Un análise subversiva responsable de algunos lineamientos curriculares de la Educación Estadística]]></article-title>
<article-title xml:lang="en"><![CDATA[A subversively responsible analysis of some curricular guidelines for Statistical Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Celi Espasandin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grando]]></surname>
<given-names><![CDATA[Regina Célia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></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>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302023000100133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302023000100133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302023000100133&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Educação Estatística tem um papel importante para o desenvolvimento da criticidade dos estudantes, pois a partir dela é possível promover a discussão de temas relacionados a gênero, raça, etnia, meio ambiente, dentre outros problemas sociais. Neste artigo discutem-se, sob a ótica freiriana, orientações metodológicas indicadas nas diretrizes curriculares brasileiras, portuguesas e australianas para o processo de ensino e de aprendizagem de estatística e probabilidade para os alunos na faixa etária de 6 a 14 anos. Busca-se responder à seguinte questão: quais aspectos metodológicos indicados para Educação Estatística dos alunos na faixa etária de 6 a 14 anos favorecem o desenvolvimento dos pensamentos crítico e criativo? Utilizaram-se sites oficiais dos Ministérios da Educação da Austrália, Brasil e Portugal para mapear os currículos de matemática que apresentam a unidade temática de estudo da probabilidade e da estatística. Desenvolve-se uma pesquisa documental, utilizando a análise temática com abordagem reflexiva ao interpretar e construir sínteses na perspectiva do pensamento crítico e criativo em Educação Estatística. Como resultados destacam-se: indícios significativos para a elaboração de futuras orientações curriculares de matemática nas quais se considerem os letramentos probabilístico e estatístico que dialoguem com uma educação crítica e criativa, na qual se priorize a problematização e o questionamento de problemas reais, além da mobilização de procedimentos e possíveis soluções. Com isso, indicam-se possibilidades de contribuições para a ampliação da pesquisa sobre diretrizes curriculares, dentro do campo da Educação Estatística; e indicadores que sejam norteadores para programas de formação inicial e continuada de professores que ensinam matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La educación estadística juega un papel importante en el desarrollo del pensamiento crítico de los estudiantes, ya que permite la discusión de temas relacionados con el género, la raza, la etnia, el medio ambiente, entre otros problemas sociales. Este artículo discute, bajo la óptica freireana, las orientaciones metodológicas indicadas en las orientaciones curriculares brasileña, portuguesa y australiana para el proceso de enseñanza y aprendizaje de la estadística y la probabilidad para alumnos de 6 a 14 años. El objetivo es responder a la siguiente pregunta: ¿qué aspectos metodológicos indicados para la Educación Estadística, para estudiantes de 6 a 14 años, favorecen el desarrollo del pensamiento crítico y creativo? Se utilizaron los sitios web oficiales de los Ministerios de Educación de Australia, Brasil y Portugal para mapear los currículos de matemáticas que presentan la unidad temática de estudio de probabilidad y estadística y, a partir de la organización de estos documentos. La investigación documental se desarrolla utilizando el análisis temático con un enfoque reflexivo en la interpretación y construcción de síntesis desde la perspectiva del pensamiento crítico y creativo en la Educación Estadística. Como resultados se destacan los siguientes: indicios significativos para la elaboración de futuras orientaciones curriculares de matemáticas en las que se consideren alfabetizaciones probabilísticas y estadísticas que dialogen con una educación crítica y creativa, en las que se priorice la problematización y cuestionamiento de problemas reales, además a la movilización de procedimientos y posibles soluciones. Con ello, se señalan posibilidades de aportes para la ampliación de investigaciones sobre lineamientos curriculares, en el campo de la educación estadística; e indicadores que orientan los programas de formación inicial y continua de los docentes que enseñan matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Statistical education plays an important role in developing students' critical thinking, as it enables discussion of topics related to gender, race, ethnicity, environment, among other social problems. This article discusses, from a Freirean perspective, methodological guidelines indicated in the Brazilian, Portuguese, and Australian curriculum guidelines for the teaching and learning process of statistics and probability for students aged 6 to 14 years. The aim is to answer the following question: which methodological aspects indicated for Statistical Education, for students aged 6 to 14 years, favor the development of critical and creative thinking? Official websites of the Ministries of Education of Australia, Brazil and Portugal were used to map the mathematics curricula that present the thematic unit of study of probability and statistics and based on the organization of these documents. Documentary research is developed using thematic analysis with a reflective approach in the interpretation and construction of syntheses from the perspective of critical and creative thinking in Statistical Education. As results, the following stand out: significant indications for the elaboration of future curricular orientations of mathematics in which probabilistic and statistical literacies are considered that dialogue with a critical and creative education, in which the problematization and questioning of real problems are prioritized, in addition to the mobilization of procedures and possible solutions. With this, possibilities of contributions are indicated for the expansion of research on curricular guidelines, within the field of statistical education; and indicators that guide initial and continuing education programs for teachers who teach mathematics.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diretrizes Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Análise temática]]></kwd>
<kwd lng="pt"><![CDATA[Educação Estatística]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="es"><![CDATA[Lineamientos Curriculares]]></kwd>
<kwd lng="es"><![CDATA[Análisis temático]]></kwd>
<kwd lng="es"><![CDATA[Educação Estadística]]></kwd>
<kwd lng="es"><![CDATA[Educación primaria]]></kwd>
<kwd lng="es"><![CDATA[Comienzo de la educación secundaria]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Guidelines]]></kwd>
<kwd lng="en"><![CDATA[Thematic analysis]]></kwd>
<kwd lng="en"><![CDATA[Statistical Education]]></kwd>
<kwd lng="en"><![CDATA[Elementary and Middle School]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[J. L. D]]></given-names>
</name>
</person-group>
<source><![CDATA[Diretrizes curriculares: ensino e aprendizagem de probabilidade e estatística nos anos iniciais do ensino fundamental]]></source>
<year>2023</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="">
<collab>AUSTRÁLIA</collab>
<source><![CDATA[Australian Curriculum, Assessment and Reporting Authority (ACARA). Mathematics F-10 Version 9.0: Curriculum Content F-6]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Australia ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANSILAL]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Statistics and probability in the curriculum in South Africa]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BURRILL]]></surname>
<given-names><![CDATA[G. F.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[L. de O.]]></given-names>
</name>
<name>
<surname><![CDATA[RESTON]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Research on reasoning with data and statistical thinking: International perspectives]]></source>
<year>2023</year>
<page-range>39-42</page-range><publisher-loc><![CDATA[Switzerland ]]></publisher-loc>
<publisher-name><![CDATA[Springer Nature]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<collab>BRASIL. Ministério da Educação</collab>
<source><![CDATA[Parâmetros Curriculares Nacionais. Matemática. 5.ª a 8.ª séries]]></source>
<year>1998</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<collab>BRASIL Ministério da Educação</collab>
<source><![CDATA[Base Nacional Comum Curricular: educação é a base]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRAUN]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[CLARKE]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using thematic analysis in psychology]]></article-title>
<source><![CDATA[Qualitative Research in Psychology]]></source>
<year>2006</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>77-101</page-range><publisher-loc><![CDATA[Londres ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRAUN]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[CLARKE]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<source><![CDATA[Successful qualitative research: A practical guide for beginners]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Thousand Oaks, California ]]></publisher-loc>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BUEHRING]]></surname>
<given-names><![CDATA[R. S]]></given-names>
</name>
</person-group>
<source><![CDATA[Movimentos de pensamento estatístico na infância: entre viver e contar histórias]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Florianópolis, SC ]]></publisher-loc>
<publisher-name><![CDATA[UFSC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[D&#8217;AMBROSIO]]></surname>
<given-names><![CDATA[B. S]]></given-names>
</name>
</person-group>
<source><![CDATA[A subversão responsável na constituição do educador matemático]]></source>
<year>2015</year>
<conf-name><![CDATA[ ENCUENTRO COLOMBIANO DE MATEMÁTICA EDUCATIVA, 16]]></conf-name>
<conf-date>2015</conf-date>
<conf-loc>Bogotá, CO </conf-loc>
<page-range>1-7</page-range><publisher-name><![CDATA[Asociación Colombiana de Matemática Educativa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[D&#8217;AMBROSIO]]></surname>
<given-names><![CDATA[B. S.]]></given-names>
</name>
<name>
<surname><![CDATA[LOPES]]></surname>
<given-names><![CDATA[C. E]]></given-names>
</name>
</person-group>
<source><![CDATA[Trajetórias profissionais de educadoras matemáticas]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Campinas ]]></publisher-loc>
<publisher-name><![CDATA[Mercado de Letras]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[D&#8217;AMBROSIO]]></surname>
<given-names><![CDATA[B. S.]]></given-names>
</name>
<name>
<surname><![CDATA[LOPES]]></surname>
<given-names><![CDATA[C. E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Insubordinação Criativa: um convite à reinvenção do educador matemático]]></article-title>
<source><![CDATA[Bolema]]></source>
<year>2015</year>
<volume>29</volume>
<numero>51</numero>
<issue>51</issue>
<page-range>1-17</page-range><publisher-loc><![CDATA[Rio Claro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FISHER]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Diálogo creativo: hablar para pensar en el aula]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FRANKLIN]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[United States Statistics Curriculum]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BURRILL]]></surname>
<given-names><![CDATA[G. F.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[L. de O.]]></given-names>
</name>
<name>
<surname><![CDATA[RESTON]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Research on reasoning with data and statistical thinking: international perspectives]]></source>
<year>2023</year>
<page-range>49-53</page-range><publisher-loc><![CDATA[Switzerland ]]></publisher-loc>
<publisher-name><![CDATA[Springer Nature]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FREIRE]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogia dos sonhos possíveis. Organização, apresentação e notas de Ana Maria Araújo Freire]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Paz &amp; Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FREIRE]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogia da autonomia]]></source>
<year>2015</year>
<edition>52</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Paz &amp; Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GADOTTI]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Prefácio: Consciência e história]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[FREIRE]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Conscientização]]></source>
<year>2016</year>
<page-range>13-27</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GAL]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Towards &#8216;probability literacy&#8217; for all citizens: building blocks and instructional dilemmas]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[JONES]]></surname>
<given-names><![CDATA[G. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Exploring probability in school: Challenges for teaching and learning]]></source>
<year>2005</year>
<page-range>39-63</page-range><publisher-loc><![CDATA[Berlim ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOULD]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Data literacy is statistical literacy]]></article-title>
<source><![CDATA[Statistics Education Research Journal]]></source>
<year>2017</year>
<volume>16</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>22-5</page-range><publisher-loc><![CDATA[Auckland ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GRANDO]]></surname>
<given-names><![CDATA[R. C.]]></given-names>
</name>
<name>
<surname><![CDATA[LOPES]]></surname>
<given-names><![CDATA[C. E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Creative insubordination of teachers proposing statistics and probability problems to children]]></article-title>
<source><![CDATA[ZDM - The International Journal on Mathematics Education]]></source>
<year>2020</year>
<volume>52</volume>
<page-range>621-35</page-range><publisher-loc><![CDATA[Londres ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HALPERN]]></surname>
<given-names><![CDATA[D. F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The nature and nurture of critical thinking]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[STERNBERG]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[HALPERN]]></surname>
<given-names><![CDATA[D. F]]></given-names>
</name>
</person-group>
<source><![CDATA[Critical thinking in psychology]]></source>
<year>2006</year>
<page-range>1-14</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HOOKS]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<source><![CDATA[Ensinando pensamento crítico: sabedoria e prática]]></source>
<year>2020</year>
<publisher-loc><![CDATA[São Paulo, SP ]]></publisher-loc>
<publisher-name><![CDATA[Elefante]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KAZAK]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Statistics in the school level in Turkey]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BURRILL]]></surname>
<given-names><![CDATA[G. F.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[e]]></given-names>
</name>
</person-group>
<source><![CDATA[Research on reasoning with data and statistical thinking: International perspectives]]></source>
<year>2023</year>
<page-range>43-7</page-range><publisher-loc><![CDATA[Switzerland ]]></publisher-loc>
<publisher-name><![CDATA[Springer Nature]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KOHAN]]></surname>
<given-names><![CDATA[W. O]]></given-names>
</name>
</person-group>
<source><![CDATA[Infância, estrangeridade e ignorância: ensaios de filosofia e educação]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
<publisher-name><![CDATA[Autêntica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LIPMAN]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[O pensar na educação]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Petrópolis, RJ ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LOPES]]></surname>
<given-names><![CDATA[C. E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tessitura possível entre letramento estatístico, pensamento crítico e insubordinação criativa]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MONTEIRO]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Temas emergentes em letramento estatístico]]></source>
<year>2021</year>
<page-range>60-87</page-range><publisher-loc><![CDATA[Recife ]]></publisher-loc>
<publisher-name><![CDATA[UFPE]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORGAN]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conducting a qualitative document analysis]]></article-title>
<source><![CDATA[The Qualitative Report]]></source>
<year>2022</year>
<volume>27</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>64-77</page-range><publisher-loc><![CDATA[Fort Lauderdale ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PFANNKUCH]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[ARNOLD]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[New Zealand statistics curriculum]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BURRILL]]></surname>
<given-names><![CDATA[G. F.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[e]]></given-names>
</name>
</person-group>
<source><![CDATA[Research on reasoning with data and statistical thinking: International perspectives]]></source>
<year>2023</year>
<page-range>27-31</page-range><publisher-loc><![CDATA[Switzerland ]]></publisher-loc>
<publisher-name><![CDATA[Springer Nature]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PODWORNY]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Statistics and probability education in Germany]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BURRILL]]></surname>
<given-names><![CDATA[G. F.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[e]]></given-names>
</name>
</person-group>
<source><![CDATA[Research on reasoning with data and statistical thinking: International perspectives]]></source>
<year>2023</year>
<page-range>23-6</page-range><publisher-loc><![CDATA[Switzerland ]]></publisher-loc>
<publisher-name><![CDATA[Springer Nature]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="">
<collab>PORTUGAL</collab>
<source><![CDATA[Aprendizagens essenciais (Matemática)]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RESTON]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Statistics education in the Philippines: Curricular context and challenges of implementation]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BURRILL]]></surname>
<given-names><![CDATA[G. F.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[L. de O.]]></given-names>
</name>
<name>
<surname><![CDATA[RESTON]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Research on reasoning with data and statistical thinking: International perspectives]]></source>
<year>2023</year>
<page-range>33-8</page-range><publisher-loc><![CDATA[Switzerland ]]></publisher-loc>
<publisher-name><![CDATA[Springer Nature]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[L. de O]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Brazilian National Curricular Guidance and Statistics Education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BURRILL]]></surname>
<given-names><![CDATA[G. F.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[L. de O.]]></given-names>
</name>
<name>
<surname><![CDATA[RESTON]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Research on reasoning with data and statistical thinking: International perspectives]]></source>
<year>2023</year>
<page-range>17-21</page-range><publisher-loc><![CDATA[Switzerland ]]></publisher-loc>
<publisher-name><![CDATA[Springer Nature]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
