Corrida de rua e ensino de matemática: uma sequência didática construída segundo a proposta de Zabala

Abstract

Street running has become one of the most popular physical activities due to its low cost and health benefits, ranging from combating stress and anxiety through the release of endorphins and dopamine, to fostering a sense of community. Mathematics plays a crucial role in street running, allowing runners to calculate important parameters to improve their performance. Considering the importance of teaching mathematics with meaning and connecting it to the students’ reality, as well as the relevance of street running and its social role, this research aims to propose and analyze a didactic sequence focused on teaching skills, listed in the Brazilian National Common Curricular Base (BNCC), that are fundamental for developing statistical literacy in 9th grade. The goal is to enable students to become critical readers of information and ethical researchers by relating street running and mathematics teaching through the mathematical modeling of data produced by the students in the context of ethnomathematics.The study was divided into three stages: 1) bibliographic survey and construction of the didactic sequence (DS) based on Zabala (1998, 2010); 2) Application of the DS in the Municipal Square of Sanharó-PE, with a sample of 9th grade students aged 14 to 15 years, in which the students performed 100 m and 200 m sprints, and then went to the classroom to process the data; 3) Analysis of the DS using the criteria presented by Zabala and the responses provided by the students in two different questionnaires, which included questions about the application of mathematics in street running and their evaluation of the DS. Thus, the activity allowed students to fully experience the stages of data handling, from collection to interpretation. It is concluded that the use of the city’s public space and body movement as data-generating elements contributed to giving meaning to the Statistics content, fostering the development of statistical literacy, and demystifying the idea that Mathematics is restricted to procedures performed exclusively in the classroom.