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This work aims to contribute to the theoretical-philosophical debate of Ethnomathematics to think about how mathematical and / or statistical knowledge, within a normative framework, can be seen in the contemporary world outside devices of a structuralist or multicultural character. Methodologically, we use the concept of Numerality, whose analitic foundations are lied in the thinking of Michel Foucualt and related authors. In the same way, we operates with the notion of deconstruction of Jaques Derrida and language games of L. Wittgenstein to introduce and problematize our term Ethno-statístics within the scope of its enunciation. Thus, from the conceptual movements performed, we realize that within pragmatic approache it is possible to rehearse the proliferation of meanings for what is so-called ethno-statistics, which is not restricted to an ethnicity, as has happened with ethnomathematics., Este trabalho visa contribuir com o debate teórico-filosófico da Etnomatemática para pensar sobre como saberes matemáticos e/ou estatísticos, num quadro normativo, podem ser vistos na contemporaneidade fora de dispositivos de caráter estruturalista ou multicultural. Metodologicamente, movimentamo-nos analiticamente a partir do dispositivo de Numeramentalidade, cujas bases se encontram no pensamento de Michel Foucault e autores afins. Da mesma forma, movimentamos a noção de desconstrução de Jaques Derrida e de jogos de linguagem de L. Wittgenstein para introduzir e problematizar o termo Etnoestatística(s) no âmbito de sua enunciabilidade. Assim, e a partir dos movimentos conceituais realizados, percebemos que dentro de toda uma pragmática é possível ensaiar a proliferação de sentidos para aquilo que denominamos de Etnoestatísticas que não se restrinja para uma etnicidade, como tem acontecido com a Etnomatemática.

International audience; SThis is an issue that discuss statistic knowledges and your insertion in the Brazilian school curriculum of mathematics. First, we use the concept of "numeramentality" to express an analytical perspective that allows the study of knowledges which produce, organize and regulate the ways of thinking and acting in the contemporary and are based on the action to quantify, measure. Then we wonder about the risk as contemporary value to exercise the government of populations and individuals, and how it became a school curriculum component, which chooses the school theme and therefore the most appropriate knowledge. In this context, we note as the Brazilian curriculum agrees to demands and practices of the governmental order even though its knowledges have an epistemological importance. Finally, in our point of view, the use of themes such as inflation, growth, life expectancy for teaching Statistics provides the most political and social urgency in relation to ways of behaving face of the the risks and uncertainty. Finally, what is taught as statistical knowledge in school is only a form to be socially desirable subject.; Il s’agit d’une discussion sur les savoirs statistiques et leur insertion dans le curriculum scolaire brésilien des mathématiques. En premier lieu, nous utilisons le concept de « numéramentalité » pour exprimer une perspective analytique adéquate à l’étude des savoirs capables de produire, organiser et régulariser des façons de penser et d’agir dans la contemporanéité basées sur la quantification, la codification, la mesure. Ensuite, nous nous interrogeons sur le risque comme question contemporaine de l’exercice de gouvernement des populations et des individus et sur comment cette notion devient une composante curriculaire scolaire qui orientent les thématiques et par conséquent, les savoirs choisis comme les plus adéquats. Dans ce cadre, nous remarquons que le curriculum scolaire brésilien est en accord avec les demandes et pratiques d’ordre gouvernemental même si ces savoirs revêtent une importance épistémologique. Enfin, à notre avis, l’usage de thématiques comme l’inflation, la croissance, l’espérance de vie pour l’enseignement de la Statistique répondent à une urgence politique et sociale en rapport avec les façons de se conduire devant les risques et les incertitudes. Pour ainsi dire, ce qui s’enseigne comme connaissance statistique à l’école n’est peut-être qu’une forme socialement souhaitable d’être sujet

International audience; This paper approaches the statistical knowledge and its insertion in the school curriculum, byconsidering its interface with the fields of History, Epistemology and teaching of Statistics. Theconcept of numeramentality is used from an analytical perspective to study normativities based onquantification, measurement, use and record of numbers, which have guided ways of thinking andacting in contemporaneity. The methodology consists of a historical, genealogically orientedapproach founded on Michel Foucault’s work, and a pragmatic understanding of language andpractices as proposed by Wittgenstein. Risk is analyzed as an element that currently acts in thegovernment of populations and individuals by becoming a curriculum component. The study alsohighlights the way through which the Brazilian school curriculum has produced socially desirableways of thinking and acting in accordance with the governmental order.