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Savoirs Statistiques et Curriculum Scolaire au Brésil

Abstract : SThis is an issue that discuss statistic knowledges and your insertion in the Brazilian school curriculum of mathematics. First, we use the concept of "numeramentality" to express an analytical perspective that allows the study of knowledges which produce, organize and regulate the ways of thinking and acting in the contemporary and are based on the action to quantify, measure. Then we wonder about the risk as contemporary value to exercise the government of populations and individuals, and how it became a school curriculum component, which chooses the school theme and therefore the most appropriate knowledge. In this context, we note as the Brazilian curriculum agrees to demands and practices of the governmental order even though its knowledges have an epistemological importance. Finally, in our point of view, the use of themes such as inflation, growth, life expectancy for teaching Statistics provides the most political and social urgency in relation to ways of behaving face of the the risks and uncertainty. Finally, what is taught as statistical knowledge in school is only a form to be socially desirable subject.
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https://hal.inria.fr/hal-01117069
Contributor : Jean-Claude Regnier <>
Submitted on : Monday, February 16, 2015 - 1:56:08 PM
Last modification on : Tuesday, May 19, 2020 - 12:38:05 PM
Long-term archiving on: : Sunday, May 17, 2015 - 10:50:51 AM

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Samuel Edmundo Bello Lopez, Jean-Claude Régnier. Savoirs Statistiques et Curriculum Scolaire au Brésil. 4ème Colloque Francophone International sur l'Enseignement de la statistique, Société Française de Statistique - groupe enseignement de la statistique, Jan 2015, Bordeaux, France. pp.125-130. ⟨hal-01117069⟩

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