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Statistical Literacy: Developing a Youth and Adult Education Statistical Project.

This article focuses on the notion of literacy - general and statistical - in the analysis of data from a fieldwork research project carried out as part of a master's degree that investigated the teaching and learning of statistics in adult education mathematics classes. We describe the statistical context of the project that involved the development of a questionnaire, the organization of the resulting information into tables, and the preparation of posters summarizing the results. The project was carried out with 7th-grade students, ages from 16 to 43, in a public state elementary school as part of the Youth and Adult Education program (Educacao de Jovens e Adultos - EJA), located on the outskirts of Campinas, State of Sao Paulo, Brazil. The aim of this article is to extend the analysis of fieldwork data collected as part of a master's degree research carried out by Conti (2009). The main objective of the master's research was to understand the teaching and learning of statistics in youth and adult education classes. Here we are focusing on the analysis of literacy events, both general and specifically statistical, that took place during the course of a statistical project - the development of a questionnaire, the organization and analysis of the resulting data, and the presentation of these results in a community context. The participants in the project were seventh-grade students, aged between 16 and 43, enrolled in the Youth and Adult Education program (Educacao de Jovens e Adultos - EJA) offered by a public state elementary school in Campinas, southeastern Brazil. We now need to give some information on the background of this program, and of 'second chance' adult education in Brazil. The Brazilian National Law of Guidelines and Bases of National Education (LDBEN, n. 9.394/96, Ministry of Education, 1996) prescribes Youth and Adult Education (EJA) as a teaching method aimed at those who do not have access to or did not continue their studies in primary and secondary school during the ages of 7 to 17 years. It also recommends that EJA be offered as a free educational program, with appropriate opportunities, and considering the characteristics, interests, and conditions of life and work of citizens. Quality basic education for youth and adults is not assured simply by running such programs. According to the Course Proposal for Youth and Adult Education (Ministry of Education, 2002), working with mathematics in EJA should focus on doing, thinking and learning mathematics respecting the socio-cultural identity of the students, taking account of their