Resumen

This article discusses the ongoing education of teachers in collaborative contexts and its influence in the promotion of learning environments in the investigative perspective, for the inclusion of statistics education in elementary education. The objects of analysis are four studies developed by teachers with their basic education students and published in a compilation book. This research is of a bibliographic nature. The analyses indicate the importance of a dialogical and collaborative space where teachers can rely on the pursuit of professional knowledge development for the adoption of a pedagogical practice with which they were previously unfamiliar.