Teaching Knowledge in the Context of a Practice Developed Under the Interdisciplinary Bias: Statistics in Focus

This text aims to analyze the teacher knowledge mobilized in the context of an interdisciplinary practice that approached statistical, Portuguese, and English language concepts and that was socialized in a teachers’ collaborative group. The teacher’s practice was carried out with Brazilian students in the final years of elementary school. In our results, we highlight the mobilization of statistical, contextual, and horizontal curricular knowledge that is fundamental to the construction of a learning environment. Therefore, statistical training for all teachers is recommended because statistics provides an opportunity and context for interdisciplinary and collaborative practices. For this to happen, however, the teacher must have professional knowledge in the area of statistics to contribute to the learning process and to overcome the fragmentation of teaching.