<?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>2443-4566</journal-id>
<journal-title><![CDATA[Areté, Revista Digital del Doctorado en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Areté]]></abbrev-journal-title>
<issn>2443-4566</issn>
<publisher>
<publisher-name><![CDATA[Doctorado en Educación de la Universidad Central de Venezuela]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2443-45662024000200069</article-id>
<article-id pub-id-type="doi">10.55560/arete.2024.20.10.4</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[LETRAMENTO ESTATÍSTICO DE ESTUDANTES DO ENSINO MÉDIO: UMA EXPERIÊNCIA COM O GRÁFICO BOXPLOT]]></article-title>
<article-title xml:lang="en"><![CDATA[STATISTICAL LITERACY OF HIGH SCHOOL STUDENTS: AN EXPERIENCE WITH THE BOXPLOT GRAPH]]></article-title>
<article-title xml:lang="es"><![CDATA[ALFABETIZACIÓN ESTADÍSTICA DE ESTUDIANTES DE SECUNDARIA: UNA EXPERIENCIA CON EL DIAGRAMA DE CAJA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues Ferreira]]></surname>
<given-names><![CDATA[Thatiany]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira Lima de Carvalho]]></surname>
<given-names><![CDATA[Liliane Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[da Silva Eugênio]]></surname>
<given-names><![CDATA[Robson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Pernambuco  ]]></institution>
<addr-line><![CDATA[Petrolina ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>10</volume>
<numero>20</numero>
<fpage>69</fpage>
<lpage>86</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2443-45662024000200069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2443-45662024000200069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2443-45662024000200069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O modelo de Letramento Estatístico (LE) proposto por Iddo Gal refere - se a uma abordagem crítica para interpretar e refletir sobre as informações estatísticas divulgadas pela mídia. Ele aponta o desenvolvimento de habilidades de leitura de dados, utilizando elementos do conhecimento e elementos disposicionais. Neste artigo, objetivamos analisar se os fatores do Letramento Estatístico podem contribuir para a construção e interpretação do boxplot em um contexto relacionado à Covid-19 por estudantes do Ensino Médio. Com base na pesquisa qualitativa, foi realizada uma intervenção e aplicado um questionário sobre os conhecimentos acerca do boxplot, de forma escrita e oral. Os participantes foram14 estudantes do primeiro ano do Ensino Médio de uma escola do sertão pernambucano brasileiro. O questionário abordou interpretação e construção do gráfico boxplot com base nos elementos do LE. A maioria dos participantes apresentou dificuldades na interpretação do gráfico, principalmente em relação à distribuição do diagrama. Além disso, alguns demonstraram resistência em expor suas crenças e adotar uma postura crítica em relação aos elementos do contexto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The model of Statistical Literacy (SL) proposed by Iddo Gal refers to a critical approach to interpreting and reflecting on statistical information released by the media. It points to the development of data reading skills, using knowledge elements and dispositional elements. In this article, we aim to analyze whether Statistical Literacy factors can contribute to the construction and interpretation of the boxplot in a context related to Covid-19 by middle teaching school students. Based on qualitative research, we applied an intervention and a questionnaire about the boxplot knowledge, in written and oral form. The participants were 14 first-year high school students from a school in the Brazilian semiarid of Pernambuco. The questionnaire addressed interpretation and construction of the boxplot graph based on the SL elements. Most participants had difficulties interpreting the graph, especially in relation to the distribution of the diagram. Furthermore, some demonstrated resistance in exposing their beliefs and adopting a critical stance in relation to elements of the context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El modelo de la Alfabetización Estadística (AE) propuesto por Iddo Gal se refiere a un enfoque crítico para interpretar y reflexionar sobre la información estadística publicada por los medios de comunicación. Apunta al desarrollo de habilidades de lectura de datos, utilizando elementos de conocimiento y elementos disposicionales. En este artículo, pretendemos analizar si los factores de Alfabetización Estadística pueden contribuir a la construcción e interpretación del boxplot en un contexto relacionado con el Covid-19 por parte de estudiantes de secundaria. A partir de una investigación cualitativa, aplicamos una intervención y un cuestionario sobre el conocimiento del boxplot, en forma escrita y oral. Los participantes fueron 14 estudiantes de primer año de secundaria de una escuela del Sertão brasileño de Pernambuco. El cuestionario abordó la interpretación y construcción del gráfico de caja basado en los elementos AE. La mayoría de los participantes tuvieron dificultades para interpretar el gráfico, especialmente en relación con la distribución del diagrama. Además, algunos demostraron resistencia a exponer sus creencias y adoptar una postura crítica en relación con elementos del contexto.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Estatística]]></kwd>
<kwd lng="pt"><![CDATA[Letramento Estatístico]]></kwd>
<kwd lng="pt"><![CDATA[boxplot]]></kwd>
<kwd lng="pt"><![CDATA[Construção]]></kwd>
<kwd lng="pt"><![CDATA[Interpretação]]></kwd>
<kwd lng="en"><![CDATA[Statistical education]]></kwd>
<kwd lng="en"><![CDATA[Statistical literacy]]></kwd>
<kwd lng="en"><![CDATA[boxplot]]></kwd>
<kwd lng="en"><![CDATA[Construction]]></kwd>
<kwd lng="en"><![CDATA[Interpretation]]></kwd>
<kwd lng="es"><![CDATA[Educación estadística]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización estadística]]></kwd>
<kwd lng="es"><![CDATA[Diagrama de caja]]></kwd>
<kwd lng="es"><![CDATA[Construcción]]></kwd>
<kwd lng="es"><![CDATA[Interpretación]]></kwd>
</kwd-group>
</article-meta>
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