Ciclo investigativo e sistemas de atividades no ensino de Estatística

This study, anchored in the third generation of Engeström's Activity Theory and Wild and Pfannkuch's Investigative Cycle, aims to understand how the structuring of activities, in each phase of the Investigative Cycle, can influence students' learning of statistical concepts. The study was qualitative descriptive, with 20 students in the 2nd year of high school. The instruments were: the Teaching Sequence, student and researcher field diaries, data collection instrument, instrument for systematizing concepts, a posteriori questionnaire and posters created by the students. The analysis was carried out in a qualitative descriptive way, exploring the results of each phase of the cycle, to understand the learning dynamics. The results revealed that this integration promoted a dynamic and participatory learning environment, highlighting the importance of reflection and practice in the teaching and learning process.