2026-10-222026-10-222026-03-04SILVA, Márcio José. Misconceptions Em Probabilidade: um estudo com professores paraenses e estudantes da licenciatura em Matemática da Universidade do Estado do Pará. Orientador: Pedro Franco de Sá. 2026. 538 f. Tese (Doutorado em Educação) – Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/386AbertoEducação matemáticaMisconception em probabilidadeEducação básicaMathematics educationMisconception in probabilityBasic educationEducación matemáticaConcepto erróneo en probabilidadEducación básicaTeseCiências Exatas e da Terra::MatemáticaCiências Exatas e da Terra::Probabilidade e Estatística::ProbabilidadeCiências Humanas::EducaçãoThis study examines probabilistic misconceptions, analyzing their underlying causes and comparing the conceptual errors held by K-12 mathematics teachers and undergraduate students in the Mathematics Education program at the State University of Pará (UEPA). The primary objective was to investigate how these misconceptions manifest in both groups to validate the hypothesis that students in their final year of study show little conceptual divergence from both first-year students and practicing K-12 educators. The research sought to determine whether similarities exist between the misconceptions of active teachers and students in the 1st and 4th years of their undergraduate degree. The study employed a mixed-methods approach, utilizing three Google Forms questionnaires that included socio-educational variables and ten statements regarding probability. The methodological framework followed "State of Knowledge" protocols, with data processing conducted via SPSS statistical software. Findings indicate that the misconceptions of first-year undergraduates closely resemble those of K-12 teachers. Similarly, fourth-year students maintain conceptual patterns nearly identical to those of practicing teachers, revealing a lack of significant conceptual shifts or evolution during their initial teacher training. The study concludes that there is no statistically significant difference between the students' entry into and exit from the program regarding probabilistic misconceptions. Further research is recommended in other areas of scientific knowledge applied to teaching and learning.PPGED - Saberes culturais e educação na Amazônia