PlayData: Programação em blocos para visualização de dados
Resumo
O PlayData é um ambiente de programação baseado em blocos (PBB) que busca apoiar estudantes do Ensino Fundamental II e Médio na criação de visualizações de dado. Fundamentado na teoria construcionista, o PlayData conecta a liberdade expressiva oferecida por ambientes de programação às abstrações necessárias para facilitar o trabalho com dados em ambientes de PBB. Desenvolvido como uma extensão do Scratch 3.0, a ferramenta introduz blocos específicos que permitem aos usuários importar, manipular e visualizar conjuntos de dados com alta transparência e baixas barreiras de entrada. Este artigo apresenta as motivações teóricas, os princípios de design e as características técnicas do PlayData, bem como exemplos que ilustram como a ferramenta facilita a criação de visualizações não canônicas para refletir interesses e objetivos pessoais dos estudantes. Concluímos com reflexões sobre as limitações da ferramenta e direções para o seu desenvolvimento futuro.Referências
Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of Learning Group Publication.
Ackermann, E. (1996). Perspective-Taking and Object Construction: Two Keys to Learning. Constuctionism in Practice: Designing, Thinking, and Learning in a Digital World, 25–37.
Aivaloglou, E., & Hermans, F. (2016). How kids code and how we know: An exploratory study on the Scratch repository. ICER 2016 - Proceedings of the 2016 ACM Conference on International Computing Education Research, 53–61.
Amini, F., Bolduan, M. M. B., Elmer, C., & Wiederkehr, B. (2018). Evaluating Data-Driven Stories and Storytelling Tools. In A. Thudt, J. Walny, T. Gschwandtner, J. Dykes, & J. Stasko (Eds.), Data-Driven Storytelling (pp. 249–286). Taylor & Francis/CRC Press. DOI: 10.1201/9781315281575-3
Barab, S., & Squire, K. (2004). Design-Based Research: Putting a Stake in the Ground. The Journal of the Learning Sciences, 13(1), 1–14. DOI: 10.1207/s15327809jls1301_1
Ben-Zvi, D., & Arcavi, A. (2001). Junior high school students’ construction of global views of data and data representations. Educational Studies in Mathematics, 45(1–3), 35–65. DOI: 10.1023/A:1013809201228
Blikstein, P. (2015). Computationally Enhanced Toolkits for Children: Historical Review and a Framework for Future Design. Foundations and Trends® in Human–Computer Interaction, 9(1), 1–68. DOI: 10.1561/1100000057
Börner, K., Bueckle, A., & Ginda, M. (2019). Data visualization literacy: Definitions, conceptual frameworks, exercises, and assessments. Proceedings of the National Academy of Sciences of the United States of America, 116(6), 1857–1864. DOI: 10.1073/pnas.1807180116
Börner, K., Maltese, A., Balliet, R. N., & Heimlich, J. (2016). Investigating aspects of data visualization literacy using 20 information visualizations and 273 science museum visitors. Information Visualization, 15(3), 198–213. DOI: 10.1177/1473871615594652
Bostock, M., & Heer, J. (2009). Protovis: A graphical toolkit for visualization. IEEE Transactions on Visualization and Computer Graphics, 15(6), 1121–1128. DOI: 10.1109/TVCG.2009.174
DBRC, The Design-Based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Research, 32(1), 5–8. DOI: 10.3102/0013189X032001005
diSessa, A. A., Hammer, D., Sherin, B. L., & Kolpakowski, T. (1991). Inventing Graphing: Meta-Representational Expertise in Children. Journal of Mathematical Behavior, 10, 117–160. [link]
diSessa, A. A., & Sherin, B. L. (2000). Meta-representation: An introduction. Journal of Mathematical Behavior, 19(4), 385–398. DOI: 10.1016/S0732-3123(01)00051-7
Fernandez, C., Blikstein, P., & Lopes, R. D. D. L. (2024). Design failures in data visualization programming activities. Proceedings of ACM Interaction Design and Children Conference: Inclusive Happiness, IDC 2024, 574–586. DOI: 10.1145/3628516.3663348
Fernandez, C., Blikstein, P., & Lopes, R. de D. (2025). A Multi-Method Approach for Exploring Programming Trajectories Through Log Data: Insights from Data Visualization Tasks. Journal of Science Education and Technology. DOI: 10.1007/s10956-025-10210-7
Fernandez, C., Freitas, J. A., Blikstein, P., & de Deus Lopes, R. (2025). The design space of visualization tools for data science education: Literature review and framework for future designs. International Journal of Child-Computer Interaction, 43. DOI: 10.1016/j.ijcci.2024.100698
Grammel, L., Bennett, C., Tory, M., & Storey, M.-A. (2013). A Survey of Visualization Construction User Interfaces. Eurographics Conference on Visualization (EuroVis), 19–23. DOI: 10.2312/PE.EuroVisShort.EuroVisShort2013.019-023
Harvey, B., Garcia, D. D., Barnes, T., Titterton, N., Armendariz, D., Segars, L., Lemon, E., Morris, S., & Paley, J. (2013). SNAP! (build your own blocks) (abstract only). Proceeding of the 44th ACM Technical Symposium on Computer Science Education, SIGCSE ’13, 759. DOI: 10.1145/2445196.2445507
Hawkins, D. (1965). Messing about in Science. Science and Children, 2(5).
Heer, J., & Bostock, M. (2010). Declarative language design for interactive visualization. IEEE Transactions on Visualization and Computer Graphics, 16(6), 1149–1156. DOI: 10.1109/TVCG.2010.144
Ingulfsen, L., Furberg, A., & Strømme, T. A. (2018). Students’ engagement with realtime graphs in CSCL settings: scrutinizing the role of teacher support. International Journal of Computer-Supported Collaborative Learning, 13(4), 365–390. DOI: 10.1007/s11412-018-9290-1
Israel-fishelson, R., Moon, P. F., Tabak, R., & Weintrop, D. (2023). Preparing K-12 Students to Meet their Data : Analyzing the Tools and Environments used in Introductory Data Science Contexts. Learning, Design and Technology (LDT ’23), June 23, 2023, Evanston, IL, USA. ACM, New York, NY, USA, 29–42. DOI: 10.1145/3594781.3594796
Lee, H. S., Mojica, G. F., Thrasher, E. P., & Baumgartner, P. (2022). Investigating data like a data scientist: key practices and processes. Statistics Education Research Journal, 21(2). DOI: 10.52041/serj.v21i2.41
Lee, V. R., & Wilkerson, M. (2018). Data use by middle and secondary students in the digital age: A status report and future prospects. Commissioned Paper for the National Academies of Engineering, and Medicine, Board on Science Education, Committee on Science Investigations and Engineering.
Masud, L., Valsecchi, F., Ciuccarelli, P., Ricci, D., & Caviglia, G. (2010). From data to knowledge: Visualizations as transformation processes within the data-informationknowledge continuum. Proceedings of the International Conference on Information Visualisation, 445–449. DOI: 10.1109/IV.2010.68
Mei, H., Ma, Y., Wei, Y., & Chen, W. (2018). The design space of construction tools for information visualization: A survey. Journal of Visual Languages and Computing, 44, 120–132. DOI: 10.1016/j.jvlc.2017.10.001
Méndez, G. G., Hinrichs, U., & Nacenta, M. A. (2017). Bottom-up vs. Top-down: Tradeoffs in efficiency, understanding, freedom and creativity with infovis tools. Conference on Human Factors in Computing Systems - Proceedings, 2017-May, 841–852. DOI: 10.1145/3025453.3025942
Myers, B., Hudson, S. E., & Pausch, R. (2000). Past, Present, and Future of User Interface Software Tools. ACM Transactions on Computer-Human Interaction, 7(1), 3–28.
Paparo, G., Hartmann, M., & Grillenberger, M. (2021). A Scratch Challenge: Middle School Students Working with Variables, Lists and Procedures. ACM International Conference Proceeding Series. DOI: 10.1145/3488042.3488065
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. [link]
Papert, S., & Harel, I. (1991). Situating constructionism. In S. Papert & I. Harel (Eds.), Constructionism. Ablex Publishing Corporation.
Parsons, P., Shukla, P., & Park, C. (2021). Fixation and Creativity in Data Visualization Design: Experiences and Perspectives of Practitioners. Proceedings - 2021 IEEE Visualization Conference - Short Papers, VIS 2021, 76–80. DOI: 10.1109/VIS49827.2021.9623297
Pimentel, D. R., Horton, N. J., & Wilkerson, M. H. (2022). Tools to Support Data Analysis and Data Science in K-12 Education.
Ren, D., Lee, B., Brehmer, M., & Riche, N. H. (2019). Reflecting on the evaluation of visualization authoring systems. Proceedings - 7th Biennial Workshop Evaluation and Beyond: Methodological Approaches for Visualization, BELIV 2018, (October), 86–92. DOI: 10.1109/BELIV.2018.8634297
Resnick, M. (1999). Decentralized Modeling and Decentralized Thinking. In W. Feurzeig & N. Roberts (Eds.), Modeling and Simulation in Precollege Science and Mathematics (pp. 114–137). Springer.
Resnick, M., Bruckman, A., & Martin, F. (1996). Pianos not stereos: Creating Computational Construction Kits. Interactions, 3(6), 40–50.
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J. a Y., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for All. Communications of the ACM, 52, 60–67.
Resnick, M., Myers, B., Nakakoji, K., Shneiderman, B., Pausch, R., Selker, T., & Eisenberg, M. (2005). Design Principles for Tools to Support Creative Thinking. In Technical Report: NSF Workshop Report on Creativity Support Tools.
Rubin, A. (2020). Learning to Reason with Data: How Did We Get Here and What Do We Know? Journal of the Learning Sciences, 29(1), 154–164. DOI: 10.1080/10508406.2019.1705665
Sandoval, W. (2014). Conjecture Mapping: An Approach to Systematic Educational Design Research. Journal of the Learning Sciences, 23(1), 18–36. DOI: 10.1080/10508406.2013.778204
Satyanarayan, A., Lee, B., Ren, D., Heer, J., Stasko, J., Thompson, J., Brehmer, M., & Liu, Z. (2020). Critical reflections on visualization authoring systems. IEEE Transactions on Visualization and Computer Graphics, 26(1), 461–471. DOI: 10.1109/TVCG.2019.2934281
Satyanarayan, A., Wongsuphasawat, K., & Heer, J. (2014). Declarative interaction design for data visualization. UIST 2014 - Proceedings of the 27th Annual ACM Symposium on User Interface Software and Technology, 669–678. DOI: 10.1145/2642918.2647360
Turkle, S., & Papert, S. (1991). Epistemological Pluralism and the Revaluation of the Concrete. In Constructionism (pp. 161–191). Ablex Publishing Corporation.
Webb, H. C., & Rosson, M. B. (2013). Using scaffolded examples to teach computational thinking concepts. SIGCSE 2013 - Proceedings of the 44th ACM Technical Symposium on Computer Science Education, 95–100. DOI: 10.1145/2445196.2445227
Weintrop, D., & Wilensky, U. (2015). To block or not to block? That is the question: Students’ Perceptions of Blocks-based Programming. IDC ’15: Proceedings of the 14th International Conference on Interaction Design and Children, 149(4), 199–208. DOI: 10.1016/j.jtcvs.2015.01.023
Ackermann, E. (1996). Perspective-Taking and Object Construction: Two Keys to Learning. Constuctionism in Practice: Designing, Thinking, and Learning in a Digital World, 25–37.
Aivaloglou, E., & Hermans, F. (2016). How kids code and how we know: An exploratory study on the Scratch repository. ICER 2016 - Proceedings of the 2016 ACM Conference on International Computing Education Research, 53–61.
Amini, F., Bolduan, M. M. B., Elmer, C., & Wiederkehr, B. (2018). Evaluating Data-Driven Stories and Storytelling Tools. In A. Thudt, J. Walny, T. Gschwandtner, J. Dykes, & J. Stasko (Eds.), Data-Driven Storytelling (pp. 249–286). Taylor & Francis/CRC Press. DOI: 10.1201/9781315281575-3
Barab, S., & Squire, K. (2004). Design-Based Research: Putting a Stake in the Ground. The Journal of the Learning Sciences, 13(1), 1–14. DOI: 10.1207/s15327809jls1301_1
Ben-Zvi, D., & Arcavi, A. (2001). Junior high school students’ construction of global views of data and data representations. Educational Studies in Mathematics, 45(1–3), 35–65. DOI: 10.1023/A:1013809201228
Blikstein, P. (2015). Computationally Enhanced Toolkits for Children: Historical Review and a Framework for Future Design. Foundations and Trends® in Human–Computer Interaction, 9(1), 1–68. DOI: 10.1561/1100000057
Börner, K., Bueckle, A., & Ginda, M. (2019). Data visualization literacy: Definitions, conceptual frameworks, exercises, and assessments. Proceedings of the National Academy of Sciences of the United States of America, 116(6), 1857–1864. DOI: 10.1073/pnas.1807180116
Börner, K., Maltese, A., Balliet, R. N., & Heimlich, J. (2016). Investigating aspects of data visualization literacy using 20 information visualizations and 273 science museum visitors. Information Visualization, 15(3), 198–213. DOI: 10.1177/1473871615594652
Bostock, M., & Heer, J. (2009). Protovis: A graphical toolkit for visualization. IEEE Transactions on Visualization and Computer Graphics, 15(6), 1121–1128. DOI: 10.1109/TVCG.2009.174
DBRC, The Design-Based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Research, 32(1), 5–8. DOI: 10.3102/0013189X032001005
diSessa, A. A., Hammer, D., Sherin, B. L., & Kolpakowski, T. (1991). Inventing Graphing: Meta-Representational Expertise in Children. Journal of Mathematical Behavior, 10, 117–160. [link]
diSessa, A. A., & Sherin, B. L. (2000). Meta-representation: An introduction. Journal of Mathematical Behavior, 19(4), 385–398. DOI: 10.1016/S0732-3123(01)00051-7
Fernandez, C., Blikstein, P., & Lopes, R. D. D. L. (2024). Design failures in data visualization programming activities. Proceedings of ACM Interaction Design and Children Conference: Inclusive Happiness, IDC 2024, 574–586. DOI: 10.1145/3628516.3663348
Fernandez, C., Blikstein, P., & Lopes, R. de D. (2025). A Multi-Method Approach for Exploring Programming Trajectories Through Log Data: Insights from Data Visualization Tasks. Journal of Science Education and Technology. DOI: 10.1007/s10956-025-10210-7
Fernandez, C., Freitas, J. A., Blikstein, P., & de Deus Lopes, R. (2025). The design space of visualization tools for data science education: Literature review and framework for future designs. International Journal of Child-Computer Interaction, 43. DOI: 10.1016/j.ijcci.2024.100698
Grammel, L., Bennett, C., Tory, M., & Storey, M.-A. (2013). A Survey of Visualization Construction User Interfaces. Eurographics Conference on Visualization (EuroVis), 19–23. DOI: 10.2312/PE.EuroVisShort.EuroVisShort2013.019-023
Harvey, B., Garcia, D. D., Barnes, T., Titterton, N., Armendariz, D., Segars, L., Lemon, E., Morris, S., & Paley, J. (2013). SNAP! (build your own blocks) (abstract only). Proceeding of the 44th ACM Technical Symposium on Computer Science Education, SIGCSE ’13, 759. DOI: 10.1145/2445196.2445507
Hawkins, D. (1965). Messing about in Science. Science and Children, 2(5).
Heer, J., & Bostock, M. (2010). Declarative language design for interactive visualization. IEEE Transactions on Visualization and Computer Graphics, 16(6), 1149–1156. DOI: 10.1109/TVCG.2010.144
Ingulfsen, L., Furberg, A., & Strømme, T. A. (2018). Students’ engagement with realtime graphs in CSCL settings: scrutinizing the role of teacher support. International Journal of Computer-Supported Collaborative Learning, 13(4), 365–390. DOI: 10.1007/s11412-018-9290-1
Israel-fishelson, R., Moon, P. F., Tabak, R., & Weintrop, D. (2023). Preparing K-12 Students to Meet their Data : Analyzing the Tools and Environments used in Introductory Data Science Contexts. Learning, Design and Technology (LDT ’23), June 23, 2023, Evanston, IL, USA. ACM, New York, NY, USA, 29–42. DOI: 10.1145/3594781.3594796
Lee, H. S., Mojica, G. F., Thrasher, E. P., & Baumgartner, P. (2022). Investigating data like a data scientist: key practices and processes. Statistics Education Research Journal, 21(2). DOI: 10.52041/serj.v21i2.41
Lee, V. R., & Wilkerson, M. (2018). Data use by middle and secondary students in the digital age: A status report and future prospects. Commissioned Paper for the National Academies of Engineering, and Medicine, Board on Science Education, Committee on Science Investigations and Engineering.
Masud, L., Valsecchi, F., Ciuccarelli, P., Ricci, D., & Caviglia, G. (2010). From data to knowledge: Visualizations as transformation processes within the data-informationknowledge continuum. Proceedings of the International Conference on Information Visualisation, 445–449. DOI: 10.1109/IV.2010.68
Mei, H., Ma, Y., Wei, Y., & Chen, W. (2018). The design space of construction tools for information visualization: A survey. Journal of Visual Languages and Computing, 44, 120–132. DOI: 10.1016/j.jvlc.2017.10.001
Méndez, G. G., Hinrichs, U., & Nacenta, M. A. (2017). Bottom-up vs. Top-down: Tradeoffs in efficiency, understanding, freedom and creativity with infovis tools. Conference on Human Factors in Computing Systems - Proceedings, 2017-May, 841–852. DOI: 10.1145/3025453.3025942
Myers, B., Hudson, S. E., & Pausch, R. (2000). Past, Present, and Future of User Interface Software Tools. ACM Transactions on Computer-Human Interaction, 7(1), 3–28.
Paparo, G., Hartmann, M., & Grillenberger, M. (2021). A Scratch Challenge: Middle School Students Working with Variables, Lists and Procedures. ACM International Conference Proceeding Series. DOI: 10.1145/3488042.3488065
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. [link]
Papert, S., & Harel, I. (1991). Situating constructionism. In S. Papert & I. Harel (Eds.), Constructionism. Ablex Publishing Corporation.
Parsons, P., Shukla, P., & Park, C. (2021). Fixation and Creativity in Data Visualization Design: Experiences and Perspectives of Practitioners. Proceedings - 2021 IEEE Visualization Conference - Short Papers, VIS 2021, 76–80. DOI: 10.1109/VIS49827.2021.9623297
Pimentel, D. R., Horton, N. J., & Wilkerson, M. H. (2022). Tools to Support Data Analysis and Data Science in K-12 Education.
Ren, D., Lee, B., Brehmer, M., & Riche, N. H. (2019). Reflecting on the evaluation of visualization authoring systems. Proceedings - 7th Biennial Workshop Evaluation and Beyond: Methodological Approaches for Visualization, BELIV 2018, (October), 86–92. DOI: 10.1109/BELIV.2018.8634297
Resnick, M. (1999). Decentralized Modeling and Decentralized Thinking. In W. Feurzeig & N. Roberts (Eds.), Modeling and Simulation in Precollege Science and Mathematics (pp. 114–137). Springer.
Resnick, M., Bruckman, A., & Martin, F. (1996). Pianos not stereos: Creating Computational Construction Kits. Interactions, 3(6), 40–50.
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J. a Y., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for All. Communications of the ACM, 52, 60–67.
Resnick, M., Myers, B., Nakakoji, K., Shneiderman, B., Pausch, R., Selker, T., & Eisenberg, M. (2005). Design Principles for Tools to Support Creative Thinking. In Technical Report: NSF Workshop Report on Creativity Support Tools.
Rubin, A. (2020). Learning to Reason with Data: How Did We Get Here and What Do We Know? Journal of the Learning Sciences, 29(1), 154–164. DOI: 10.1080/10508406.2019.1705665
Sandoval, W. (2014). Conjecture Mapping: An Approach to Systematic Educational Design Research. Journal of the Learning Sciences, 23(1), 18–36. DOI: 10.1080/10508406.2013.778204
Satyanarayan, A., Lee, B., Ren, D., Heer, J., Stasko, J., Thompson, J., Brehmer, M., & Liu, Z. (2020). Critical reflections on visualization authoring systems. IEEE Transactions on Visualization and Computer Graphics, 26(1), 461–471. DOI: 10.1109/TVCG.2019.2934281
Satyanarayan, A., Wongsuphasawat, K., & Heer, J. (2014). Declarative interaction design for data visualization. UIST 2014 - Proceedings of the 27th Annual ACM Symposium on User Interface Software and Technology, 669–678. DOI: 10.1145/2642918.2647360
Turkle, S., & Papert, S. (1991). Epistemological Pluralism and the Revaluation of the Concrete. In Constructionism (pp. 161–191). Ablex Publishing Corporation.
Webb, H. C., & Rosson, M. B. (2013). Using scaffolded examples to teach computational thinking concepts. SIGCSE 2013 - Proceedings of the 44th ACM Technical Symposium on Computer Science Education, 95–100. DOI: 10.1145/2445196.2445227
Weintrop, D., & Wilensky, U. (2015). To block or not to block? That is the question: Students’ Perceptions of Blocks-based Programming. IDC ’15: Proceedings of the 14th International Conference on Interaction Design and Children, 149(4), 199–208. DOI: 10.1016/j.jtcvs.2015.01.023
Publicado
04/05/2026
Como Citar
FERNANDEZ, Cassia; FREITAS, João Adriano; BLISKTEIN, Paulo; LOPES, Roseli de Deus.
PlayData: Programação em blocos para visualização de dados. In: SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 6. , 2026, Campo Grande/MS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 784-799.
ISSN 3086-0733.
DOI: https://doi.org/10.5753/educomp.2026.18607.
