CONTRIBUTIONS OF PROBLEM-BASED LEARNING IN THE CONTEXT OF CRITICAL STATISTICAL EDUCATION

Critical Statistical Education (CEE) is a field of study that seeks to develop students' ability to analyze and interpret statistical data in a critical and reflexive manner, preparing them to make informed decisions in an increasingly data-driven world. In this context, the teaching methodology Problem-Based Learning (PBL) appears as a promising pedagogical proposal for this field of study. Therefore, the objective of this study is to evaluate the contributions of ABP teaching methodology for critical and reflective training in statistics teaching, highlighting how this methodology can enrich the learning experience of students. This theoretical essay is qualitative, characterized by the theoretical analysis and interpretation of existing pedagogical concepts and practices, without collecting empirical data, exploring the implications of the teaching methodology ABP and the EEC, emphasizing the relevance of discussing real problems in the classroom. The results of the study reveal that the application of ABP teaching methodology in the context of EEC promotes a more engaging learning environment, where students are encouraged to solve poorly structured problems, collaborating and interacting with each other. This teaching methodology not only facilitates the understanding of statistical concepts, but also develops critical skills such as analytical thinking and the ability to work in a team. Thus, it is possible to conclude that the teaching methodology ABP can enhance the critical and reflective training of students in relation to the context of statistics, preparing them to face challenges in their personal and professional lives, contributing to a more conscious and informed society on the use of statistical data.