PROBLEM-BASED LEARNING AND THE DEVELOPMENT OF STATISTICAL THINKING: ARTICULATIONS AND INTENTIONALITIES IN THE TEACHING OF STATISTICS

Abstract

This article aims to analyze the relationships between the teaching methodology Problem-Based Learning (PBL) and Statistical Thinking (ST), highlighting convergences, tensions, and possibilities for articulation in the organization of statistics teaching. This is a theoretical-analytical study, grounded in the critical articulation of national and international frameworks, with a focus on the systematization of relationships between PBL and ST. The analysis indicates that the articulation between PBL and ST is organized into three axes: (i) structural convergences; (ii) conceptual tensions; and (iii) possibilities for didactic organization mediated by pedagogical intentionality. It is concluded that the relationship between them is established in terms of complementarity, rather than equivalence, since the mobilization of ST does not result from the adoption of PBL itself, but from intentional choices in problem design, with emphasis on the production, analysis, and interpretation of data in contexts marked by variability and uncertainty.