Research in early statistic requires attention to the progression of statistical learning, especially the ability of primary school students to create representations that involve data in real contexts. This qualitative research describes and characterizes a statistical lesson related to exploratory data analysis in the fourth grade of teaching. This lesson was designed and implemented, and data representations were collected that produced three students aged 9 to 10. From a global and local perspective, the lesson and its implications for the learning of these students are analyzed according to the stages of the research cycle and the genesis of the Statistical Mathematical Working Spaces. It is concluded that the lesson potentially generated a workspace that provided a statistical learning opportunity, allowing students to experience an approach to the procedures that a statistician uses to think and learn more in the sphere of context, reasoning and communicating their ideas with data-based empirical evidence.