Educación Estadística, Democracia y Empoderamiento de los Ciudadanos
Palabras clave:
Alfabetización estadística, Datos abiertos, Pensamiento multivariado, Democracia
Resumen
La democracia prospera en argumentos basados en evidencia. La desinformación e ignorancia son amenazas para nuestra forma de vida. La democracia y ciudadanía activa necesitan ciudadanos bien informados que puedan comprender los problemas sociales, debatirlos, participar activamente en la vida cívica y contribuir a la toma de decisiones públicas. En respuesta a estos retos, en este documento se introduce la Estadística Cívica, conceptualizada por el proyecto internacional ProCivicStat. La Estadística Cívica se centra en la comprensión y reflexión crítica de la información estadística sobre la sociedad, proporcionada en los medios de comunicación, las oficinas de estadística y otros organismos. Describimos las características específicas de la información que los ciudadanos reciben sobre temas cívicos y las habilidades, facetas y herramientas necesarias para comprender la información estadística sobre la sociedad. Examinamos los problemas que son esenciales para promover los cambios necesarios para introducir la enseñanza de la Estadística Cívica en los planes de estudio y la educación de los docentes, con la finalidad de para empoderar a los ciudadanos para que participen en el razonamiento basado en datos sobre temas candentes en la sociedad. Se proporcionan ejemplos del monitoreo del cambio climático y la medida de la calidad democrática.Descargas
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Citas
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Crouch, C (2004). Post-democracy. New York: Wiley & Sons
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Playfair, W. (2005). The commercial and political atlas and statistical breviary. Cambridge: Cambridge University Press. (trabajo original publicado en 1786).
ProCivicStat Partners (2018). Engaging civic statistics: A call for action and recommendations. A product of the ProCivicStat Project. http://IASE-web.org/ISLP/PCS
Ridgway, J., Nicholson, J., & Gal, I. (2017). Task analysis tool: Facets of statistical literacy. Document supporting the ProCivicStat Workshop conducted at the IASE Satellite Conference, Rabat 11-13 July.
Ridgway, J. ( 2021). Teaching statistics for empowerment and social engagement. New York: Springer:
Runciman, D. (2018). How democracy ends. Profile Books.
Skovsmose, O. (1994). Towards a critical mathematics education. Educational Studies in Mathematics, 27 (1), S. 35–57. https://doi.org/10.1007/BF01284527.
Steen, L. (2001). Mathematics and democracy: The case for quantitative literacy. New York: The National Council on Education and the Disciplines,
V-dem institute (2020). Autocratization surges, resistance grows. Democracy report 2020. https://www.v-dem.net/media/filer_public/de/39/de39af54-0bc5-4421-89ae-fb20dcc53dba/democracy_report.pdf.
Wallman K (1993) Enhancing statistical literacy: Enriching our society. Journal of the American Statistical Association, 88(421), 1-8.
Weiland, T. (2017) Problematizing statistical literacy: An intersection of critical and statistical literacies. Educational Studies in Mathematics, (96), 33–47. DOI 10.1007/s10649-017-9764-5.
Batanero, C, Burrill, G., & Reading, C. (2011). Teaching statistics in school mathematics: challenges for teaching and teacher education. 18th Study of the International Commission on Mathematical Instruction. Heidelberg: Springer:
Ben-Zvi, D. & Garfield, J. (2004). Statistical literacy, reasoning, and thinking: goals, definitions, and challenges. In D. Ben-Zvi & J.Garfield (Eds.), The challenge of developing statistical literacy, reasoning, and thinking (pp. 3-15). Dordrecht, The Netherlands: Kluwer.
Borovcnik, M., & Ossimitz, G. (1987). Materialien zur Beschreibenden Statistik und Explorativen Datenanalyse. Wien, Austria: Hölder-Pichler-Tempsky.
Brodie, E. Hughes, T. Jochum, V. Miller, S. Ockenden, N. & Warburton, D. (2011). Pathways through participation: What creates and sustains active citizenship? UK: Authors. http://www.sharedpractice.org.uk/Downloads/Pathways_summary_report.pdf.
Brown, J. (2019). Democracy in danger. How cyberthreats undermine election in America. Toronto: Rowman & Littlefield.
Cobb, G (2015). Mere renovation is too little too late: We need to rethink our undergraduate curriculum from the ground up, The American Statistician, 69(4), 266-282, https://doi.org/10.1080/00031305.2015.1093029.
Condorcet, A. (1994): Foundations of social choice and political theory. Brookfield, VT: Edward Elgar (Original work published in 1792).
Crouch, C (2004). Post-democracy. New York: Wiley & Sons
Diamond, L (1999). Developing democracy. Toward consolidation. Baltimore: John Hopkins University Press.
Eckstein, D., Künzel, V., Schäfer, L. & Winges, M. (2019). Global climate risk index 2020. Who suffers most from extreme weather events? Weather-related loss events in 2018 and 1999 to 2018. Berlin: Germanwatch. https://www.germanwatch.org/es/17307.
Engel, J. (2017). Statistical literacy for active citizenship: A call for data science. Statistics Education Research Journal, 16(1), 44-49.
Engel, J. (2019). Cultura estadística y sociedad. En J. M. Contreras, M. M. Gea, M. M. López-Martín y E. Molina-Portillo (Eds.), Actas del Tercer Congreso Internacional Virtual de Educación Estadística. www.ugr.es/local/fqm126/civeest.html
Fischer, R. (1984). Offene Mathematik und Visualisierung, Mathematica Didactica 7, 139–160.
Freire, P. (2014). Pedagogy of the oppressed. 30th Anniversary Edition. New York: Bloomsbury Publishing.
Gal I. (2002) Adults‘ statistical literacy: meanings, components, responsibilities. International Statistical Review, 70(1), 1-51. https://doi.org/10.1111/j.1751-5823.2002.tb00336.x
Gigerenzer, G. (2014). Risk savvy: How to make good decisions. New York: Viking.
Hannigan, A., Gill, O., & Leavy, A. M. (2013). An investigation of prospective secondary mathematics teachers’ conceptual knowledge of and attitudes towards statistics. Journal of Mathematics Teacher Education, 16(6), 427–449. https://doi.org/10.1007/s10857-013-9246-3.
Huntington, S. P. (1991). Democracy's third wave. Journal of democracy 2(2), 12-34.
Lambsdorff, J. G. (2006). Measuring corruption. The validity and precision of subjective indicators. En C. Sampford et al. (Ed.), Measuring corruption (pp. 81-100). Aldershot, UK: Ashgate Publishing.
Lesser, L. (2007). Critical values and transforming data: Teaching statistics with social justice. Journal of Statistics Education, 15(1), 1-21.
Levitsky, S. & Ziblatt, D. (2018). How democracies die. New York: Crown.
Lipset, S.M. (1959). Some social requisites of democracy: Economic development and political legitimacy. American Political Science Review, 58, 69-105.
Lipset, S.M. (1993). The social requisites of democracy revisited. American Sociological Review, 59, 1-22.
López-Martín, M., Batanero, C., & Arteaga, P. (2016). Using united nation data in the training of teachers to teach statistics. In: J. Engel (Ed.), Promoting understanding of statistics about society. Proceedings of the Roundtable Conference of the International Association of Statistics Education (IASE), July 2016, Berlin, Germany.
Louie, J., Chance, B., Roy, S., Fagan, E., & Stiles, J. (2020). Building statistical thinking with social justice investigations and social science data. Presented at the Society for Research on Educational Effectiveness Spring 2020 Virtual Conference.
Mainwaring, S. & Pérez-Liñán, A. (2003). Level of development and democracy. Comparative Political Studies 36(9), 1031–1067.
Neurath, O. (2010). From hieroglyphics to isotype: A visual autobiography. London: Hyphen Press.
Nicholson, J., Gal, I., & Ridgway, J. (2018). Understanding civic statistics: A conceptual framework and its educational applications. A product of the ProCivicStat Project. http://IASE-web.org/islp/pcs
Nowotny, H. (2016). A scientific outlook for a post-factual world. Project syndicate. The world’s opinion page. http://www.project-syndicate.org/commentary/science- uncertainty-post-factual-world-by-helga-nowotny-2016-11
OECD (2009) Focus on citizens: Public engagement for better policy and services. Online https://www.oecd-ilibrary.org/governance/focus-on-citizens_9789264048874-en
Pearl, J. & Mackenzie, D. (2016). The book of WHY. The new science of cause and effect. London: Penguin.
Playfair, W. (2005). The commercial and political atlas and statistical breviary. Cambridge: Cambridge University Press. (trabajo original publicado en 1786).
ProCivicStat Partners (2018). Engaging civic statistics: A call for action and recommendations. A product of the ProCivicStat Project. http://IASE-web.org/ISLP/PCS
Ridgway, J., Nicholson, J., & Gal, I. (2017). Task analysis tool: Facets of statistical literacy. Document supporting the ProCivicStat Workshop conducted at the IASE Satellite Conference, Rabat 11-13 July.
Ridgway, J. ( 2021). Teaching statistics for empowerment and social engagement. New York: Springer:
Runciman, D. (2018). How democracy ends. Profile Books.
Skovsmose, O. (1994). Towards a critical mathematics education. Educational Studies in Mathematics, 27 (1), S. 35–57. https://doi.org/10.1007/BF01284527.
Steen, L. (2001). Mathematics and democracy: The case for quantitative literacy. New York: The National Council on Education and the Disciplines,
V-dem institute (2020). Autocratization surges, resistance grows. Democracy report 2020. https://www.v-dem.net/media/filer_public/de/39/de39af54-0bc5-4421-89ae-fb20dcc53dba/democracy_report.pdf.
Wallman K (1993) Enhancing statistical literacy: Enriching our society. Journal of the American Statistical Association, 88(421), 1-8.
Weiland, T. (2017) Problematizing statistical literacy: An intersection of critical and statistical literacies. Educational Studies in Mathematics, (96), 33–47. DOI 10.1007/s10649-017-9764-5.
Publicado
2021-02-22
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Engel, J., Ridgway, J., & Weber Stein, F. (2021). Educación Estadística, Democracia y Empoderamiento de los Ciudadanos . PARADIGMA, 41(e1), 01-31. https://doi.org/10.37618/PARADIGMA.1011-2251.2021.p01-31.id1016
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