Research on statistical education in childhood is recent in Brazil. The research has been mainly driven by curriculum reforms and the creation of research groups that investigate teaching, learning, and teacher education practices. The present paper emerges from this scenario and has the aim of investigating practices of creative insubordination of teachers proposing and acting on problems of statistical and probabilistic literacy under a problematizing perspective. The intention is to ask: 'What evidence of statistical and probabilistic learning emerges when teacher-researchers participating in collaborative groups narrate their actions of creative insubordination?' The term 'creative insubordination' refers to professionals acting counter to rules and directives when seeking to protect those to whom they provide services and in order to provide better conditions. In the case of Brazilian teachers, it is argued that they can be creatively insubordinate by proposing problems in statistics and probability, listening to the children and encouraging them to problematize and create strategies and procedures for solving statistical problems, in a perspective that encompasses their social practices. From the analysis emerged a common aspect of the teachers' practices that refers to the fact that they provide an investigative atmosphere in which children discuss, question and reflect, proposing creative solutions to statistical problems. Children learn to defend their views and rights. Thus, the statistical and probabilistic learning becomes more significant for children.