摘要：The objective of this research is to analyze how the teaching of Statistics has been evaluated from the point of view of the construction of statistical literacy in the tests of the Brazilian Mathematics Olympics in Public Schools (OBMEP), in the period that goes from 2005 to 2019. For that, a documentary research was conducted and the tests from all editions of OBMEP (2005-20019) were collected. The questions involving the content of Statistics were analyzed and classified according to the levels of graph comprehension (CURCIO, 1989), the levels of tables’ reading and comprehension (WAINER, 1995) and the levels of statistical literacy (WATSON and CALLINGHAN, 2003). The main results point to the predominance of questions that demand the critical (33.33%) and consistent non-critical (30.56%) levels for statistical literacy; the level read between the data, for graph comprehension (81.25%); and the intermediate level, for reading and understanding tables (100%). Some aspects related to the construction of statistical reasoning and thinking present in the tests are discussed and some questions of the tests are explored according to the characteristics of statistical literacy that they raise.
