Research in focus happened within the framework of the continuous formation of teachers
who teach Mathematics in the early years of elementary school in the municipality of
Marabá (PA). This qualitative research (DESLAURIERS and KÉRISIT, 2008) narrative
mode (CLANDININ and CONNELLY, 2011), is based on the educational experiences of
teachers when involved in moments that favor the triad information processing-investigative
Practices-digital technologies to deal with teaching about the basics of statistics. I seek to
answer the question: In what terms investigative practices using Webquest contribute to
teacher training education in the early years about treatment information? Goal, teacher,
trainer and researcher, investigating the teaching on information processing, using Webquest,
in order to enable reflections and new learning about this curricular component. Participated
of this research 04 teachers educators, which previously were selected according to the
criteria: i) joining the training proposal; II) availability of participation of training meetings;
III) have participated in continuing education at other times and iv) have already dictated the
fourth and/or fifth grade of elementary school. The formative moments if articulated in two
steps consist of 3 meetings each. A Webquest composed of investigative tasks, as it
establishes the bridge (2004) to deal with the understanding of statistics education in
perspective of inverted symmetry, in which teachers provided students reflect on teaching
and the propositions derived from him. In addition to the Webquest, was elaborated a
Didactic Orientation Guide "for the teacher/trainer containing guidelines for the use of the
Webquest, suggestions for searches and queries for more information and expanding the
potential of this pedagogical practice. Thus, the Webquest and the Guide are as research
products. Tracking new understandings of the educational phenomenon investigated, I used
the Discursive Textual analysis as advocate Mathew and Galiazzi (2011). The empirical
material gave way to two analytical axes: i) Looks about teaching teachers about the
treatment of information; II) teachers in information handling Practices. The analysis reveals
that teachers assign the meanings of that) to teach you have to know the mathematical
content, b) the teaching of mathematics is the way it was learned and training and teaching
experience, c) the express teaching about treatment information should be assumed as a
social engagement, d) you can provide to students training more statistically literate. In
addition, teachers express the formative experience allowed new other musings about lived,
highlighting the relevance of the investigative practices in promoting attitudes of interaction
and appreciation of the subject of learning in the educational environment. Another aspect
pointed to was the importance of using everyday situations, because they leverage the
research and extend the interdisciplinary vision of education statistics. The use of digital
technologies, formative moments, mobilizes and broadens the statistical knowledge. There is
the recognition that we must continuously form to teach, especially to deal with the
treatment of information.
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