Professores como Mediadores da Cidadania Digital: Uma Proposta Metodológico-Computacional para o Uso Pedagógico de Dados Governamentais Abertos
Resumo
Apesar da crescente disponibilidade de dados governamentais abertos, seu uso pedagógico na educação básica permanece limitado pela ausência de estratégias formativas para professores. Este artigo apresenta resultados iniciais de uma pesquisa-intervenção voltada ao desenvolvimento e avaliação de uma proposta metodológico-computacional para formação docente. A proposta posiciona o professor como mediador da cidadania digital, articulando dimensões metodológica (ciclo PPDAC como estrutura investigativa), temática (cidadania digital e letramento em dados governamentais abertos) e computacional (ferramentas acessíveis) em uma formação de 20 horas com professores da rede pública do Acre. Os resultados indicam: a efetividade do PPDAC como andaime disciplinarmente inclusivo; o papel dos dados locais como motor de engajamento; a contribuição das ferramentas computacionais para reduzir barreiras técnicas; e a emergência da cidadania digital como categoria substantiva nas produções dos participantes, contribuindo para o campo da formação docente no uso cívico de dados públicos.
Palavras-chave:
Cidadania Digital, Dados Governamentais Abertos, Formação Docente
Referências
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Atenas, J., Havemann, L., and Priego, E. (2015). Open data as open educational resources: Towards transversal skills and global citizenship. Open Praxis, 7(4):377–389.
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Braun, V. and Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4):589–597.
Carmi, E., Yates, S. J., Lockley, E., and Pawluczuk, A. (2020). Data citizenship: Rethinking data literacy in the age of disinformation, misinformation, and malinformation. Internet policy review, 9(2):1–22.
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Celis Vargas, A., Magnussen, R., Mulder, I., and Larsen, B. (2023). Towards a framework for open data literacy in education: A systematic mapping review. Interaction Design and Architecture(s), (57):133–151.
Celis Vargas, A., Magnussen, R., Mulder, I., and Larsen, B. (2024). Open data learning designs in elementary school: Defining the essential elements for developing open data competencies. Journal of Systemics, Cybernetics and Informatics.
Clarke, D. and Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and teacher education, 18(8):947–967.
Conradie, P. and Choenni, S. (2014). On the barriers for local government releasing open data. Government information quarterly, 31:S10–S17.
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Gummer, E. S. and Mandinach, E. B. (2015). Building a conceptual framework for data literacy. Teachers College Record, 117(4):1–22.
Lee, H., Mojica, G., Thrasher, E., and Baumgartner, P. (2022). Investigating data like a data scientist: Key practices and processes. Statistics Education Research Journal, 21(2):3–3.
Mandinach, E. B. and Gummer, E. S. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60:366–376.
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Raffaghelli, J. E. (2021). Educators' data literacy: Understanding the bigger picture. In Pangrazio, L. and Sefton-Green, J., editors, Learning to Live with Datafication: Educational Case Studies and Initiatives from Across the World. Routledge, London.
Reggi, L. and Dawes, S. S. (2022). Creating open government data ecosystems: Network relations among governments, user communities, ngos and the media. Government information quarterly, 39(2):101675.
Robertson, J. and Farrell, K. (2023). Teaching primary learners how to be data citizens. In Primary (K–5) Computing Education Research – Teaching and Teachers, volume 4 of Understanding Computing Education. Raspberry Pi Foundation. Proceedings of the Raspberry Pi Foundation Research Seminars.
Saddiqa, M., Rasmussen, L., Magnussen, R., Larsen, B., and Pedersen, J. M. (2019). Bringing open data into danish schools and its potential impact on school pupils. In Proceedings of the 15th International Symposium on Open Collaboration (OpenSym). ACM.
Sandoval-Ríos, F., Gajardo-Poblete, C., and López-Núñez, J. A. (2025). Role of data literacy training for decision-making in teaching practice: a systematic review. Frontiers in Education, Volume 10 - 2025.
Vahey, P., Rafanan, K., Patton, C., Swan, K., van't Hooft, M., Kratcoski, A., and Stanford, T. (2012). A cross-disciplinary approach to teaching data literacy and proportionality. Educational Studies in Mathematics, 81(2):179–205.
Vajen, B., Kenner, S., and Reichert, F. (2023). Digital citizenship education–teachers' perspectives and practices in germany and hong kong. Teaching and Teacher Education, 122:103972.
Wild, C. J. and Pfannkuch, M. (1999). Statistical thinking in empirical enquiry. International Statistical Review, 67(3):223–248.
Wolff, A., Gooch, D., Cavero Montaner, J. J., Rashid, U., and Kortuem, G. (2016). Creating an understanding of data literacy for a data-driven society. The Journal of Community Informatics, 12(3).
Zuiderwijk, A. and Janssen, M. (2014). Open data policies, their implementation and impact: A framework for comparison. Government Information Quarterly, 31(1):17–29.
Zuiderwijk, A. and Reuver, M. d. (2021). Why open government data initiatives fail to achieve their objectives: categorizing and prioritizing barriers through a global survey. Transforming government: people, process and policy, 15(4):377–395.
Atenas, J. and Ciociola, C. (2016). Datos abiertos como recursos educativos abiertos: Modelo de formación docente para américa latina.
Atenas, J. and Havemann, L. (2016). Framing open educational practices from a social justice perspective. Open Praxis, 8(2):169–184.
Atenas, J., Havemann, L., and Priego, E. (2015). Open data as open educational resources: Towards transversal skills and global citizenship. Open Praxis, 7(4):377–389.
Atenas, J., Havemann, L., and Timmermann, C. (2020). Critical literacies for a datafied society: academic development and curriculum design in higher education. Research in Learning Technology, 28.
Braun, V. and Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4):589–597.
Carmi, E., Yates, S. J., Lockley, E., and Pawluczuk, A. (2020). Data citizenship: Rethinking data literacy in the age of disinformation, misinformation, and malinformation. Internet policy review, 9(2):1–22.
Celis Vargas, A. (2025). Open data usage in school education: Toward authentic and game-oriented learning designs to develop open data competencies and literacy.
Celis Vargas, A., Magnussen, R., Mulder, I., and Larsen, B. (2023). Towards a framework for open data literacy in education: A systematic mapping review. Interaction Design and Architecture(s), (57):133–151.
Celis Vargas, A., Magnussen, R., Mulder, I., and Larsen, B. (2024). Open data learning designs in elementary school: Defining the essential elements for developing open data competencies. Journal of Systemics, Cybernetics and Informatics.
Clarke, D. and Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and teacher education, 18(8):947–967.
Conradie, P. and Choenni, S. (2014). On the barriers for local government releasing open data. Government information quarterly, 31:S10–S17.
Coughlan, T. (2020). The use of open data as a material for learning. Educational Technology Research and Development, 68(1):383–411.
Council of Europe (2022). Digital citizenship education (dce).
Creswell, J. W. and Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Thousand Oaks, CA, 5th edition.
da Penha Lourenço, R. S., Borges, G. C. C. A., Brito, S. L. d. S. L., and Maia, D. L. (2024). Ensino de estatística pelo ciclo investigativo ppdac no ensino médio no rio grande do norte. Revista Ensino em Debate, 4:e2024022–e2024022.
de Vasconcelos, M. L., Utsumi, M. C., de Castro, J. B., Lautert, S. L., et al. (2024). Ciclo investigativo ppdac: uma sequência de ensino para desenvolver elementos do letramento estatístico nos anos iniciais. Revista Paidéi@-Revista Científica de Educação a Distância, 16(30).
Dermentzi, E., Zotou, M., Tambouris, E., and Tarabanis, K. (2022). Using the problem based learning method and educational technologies to teach open data: A design-based research approach. Education and information technologies, 27(6):8859–8882.
DQ Institute (2019). Dq global standards report 2019: Common framework for digital literacy, skills and readiness.
Gummer, E. S. and Mandinach, E. B. (2015). Building a conceptual framework for data literacy. Teachers College Record, 117(4):1–22.
Lee, H., Mojica, G., Thrasher, E., and Baumgartner, P. (2022). Investigating data like a data scientist: Key practices and processes. Statistics Education Research Journal, 21(2):3–3.
Mandinach, E. B. and Gummer, E. S. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60:366–376.
McKenney, S. and Reeves, T. (2018). Conducting educational design research. Routledge.
Open Knowledge Foundation (2015). Open data handbook.
Pangrazio, L. and Selwyn, N. (2021). Towards a school-based 'critical data education'. Pedagogy, Culture & Society, 29(3):431–448.
Pedersen, A. Y. and Caviglia, F. (2019). Data literacy as a compound competence. In Antipova, T. and Rocha, A., editors, Digital Science, pages 166–173, Cham. Springer International Publishing.
Raffaghelli, J. E. (2021). Educators' data literacy: Understanding the bigger picture. In Pangrazio, L. and Sefton-Green, J., editors, Learning to Live with Datafication: Educational Case Studies and Initiatives from Across the World. Routledge, London.
Reggi, L. and Dawes, S. S. (2022). Creating open government data ecosystems: Network relations among governments, user communities, ngos and the media. Government information quarterly, 39(2):101675.
Robertson, J. and Farrell, K. (2023). Teaching primary learners how to be data citizens. In Primary (K–5) Computing Education Research – Teaching and Teachers, volume 4 of Understanding Computing Education. Raspberry Pi Foundation. Proceedings of the Raspberry Pi Foundation Research Seminars.
Saddiqa, M., Rasmussen, L., Magnussen, R., Larsen, B., and Pedersen, J. M. (2019). Bringing open data into danish schools and its potential impact on school pupils. In Proceedings of the 15th International Symposium on Open Collaboration (OpenSym). ACM.
Sandoval-Ríos, F., Gajardo-Poblete, C., and López-Núñez, J. A. (2025). Role of data literacy training for decision-making in teaching practice: a systematic review. Frontiers in Education, Volume 10 - 2025.
Vahey, P., Rafanan, K., Patton, C., Swan, K., van't Hooft, M., Kratcoski, A., and Stanford, T. (2012). A cross-disciplinary approach to teaching data literacy and proportionality. Educational Studies in Mathematics, 81(2):179–205.
Vajen, B., Kenner, S., and Reichert, F. (2023). Digital citizenship education–teachers' perspectives and practices in germany and hong kong. Teaching and Teacher Education, 122:103972.
Wild, C. J. and Pfannkuch, M. (1999). Statistical thinking in empirical enquiry. International Statistical Review, 67(3):223–248.
Wolff, A., Gooch, D., Cavero Montaner, J. J., Rashid, U., and Kortuem, G. (2016). Creating an understanding of data literacy for a data-driven society. The Journal of Community Informatics, 12(3).
Zuiderwijk, A. and Janssen, M. (2014). Open data policies, their implementation and impact: A framework for comparison. Government Information Quarterly, 31(1):17–29.
Zuiderwijk, A. and Reuver, M. d. (2021). Why open government data initiatives fail to achieve their objectives: categorizing and prioritizing barriers through a global survey. Transforming government: people, process and policy, 15(4):377–395.
Publicado
05/10/2026
Como Citar
FERREIRA, Jonas F.; BERNARDINI, Flavia C..
Professores como Mediadores da Cidadania Digital: Uma Proposta Metodológico-Computacional para o Uso Pedagógico de Dados Governamentais Abertos. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 37. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 503-517.
DOI: https://doi.org/10.5753/sbie.2026.27213.
