In order to analyze the role of statistics teaching and of context in students' perceptions on the impact of the use of pesticides, we built a teaching sequence and conducted an interventionist research involving public high school students from the interior of Bahia, in two different contexts for the use of pesticides. The teaching sequence was anchored in the phases of the investigative cycle, in which the students formulated the problem, answered the Impact Perception Scale of the use of Pesticides (EPIA), before and after the intervention, and with the initial data, they built tables, graphs and discussed the problem. In this paper we deepen our analysis in the construction of the scale and in the comparison of the results, before and after the intervention, and in the two contexts, for which we use non-parametric tests and the regression analysis. The results show that students who experience the context in which pesticides are ostensibly used tend to position themselves more critically, and that contextualized teaching of Statistics has sharpened the awareness of these students on such an important topic for society.