Projetando Recursos para a Literacia de Dados junto com a Comunidade do Complexo do Alemão
Resumo
Governos, instituições e organizações internacionais têm destacado a importância de desenvolver habilidades de literacia em dados na educação básica. No entanto, no Brasil, observa-se uma notável falta de recursos educacionais para a literacia em dados que sejam elaborados de forma participativa. O design participativo pode aumentar a sustentabilidade desses recursos, uma vez que são criados por e para as comunidades usuárias. Este artigo de workshop apresenta três atividades de literacia em dados desenvolvidas em colaboração com a comunidade do Complexo do Alemão, no Rio de Janeiro. A equipe de pesquisa, os usuários e os professores conceberam essas atividades por meio do design participativo, inspirado no Método Paulo Freire, como parte do projeto de extensão “UFRJ em Ciência e Tecnologia”da Universidade Federal do Rio de Janeiro, em parceria com a prefeitura do Rio de Janeiro.
Palavras-chave:
Literacia de dados, Complexo do Alemão, Design Educacional, Design Instrucional, Educação, Recursos educacionais
Referências
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Bhargava, R., Deahl, E., Letouzé, E., Noonan, A., Sangokoya, D., and Shoup, N. (2015). Beyond data literacy: Reinventing community engagement and empowerment in the age of data.
Bhargava, R. and D’Ignazio, C. (2015). Designing tools and activities for data literacy learners. In Workshop on data literacy, Webscience.
Bremer, N. and Wu, S. (2021). Data Sketches: A journey of imagination, exploration, and beautiful data visualizations. AK Peters/CRC Press.
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Brito, L. S., Santos, J. B. d. F., and Vivacqua, A. S. (2024b). Design of data literacy assets-based learning strategies with marginalized communities inspired by paulo freire’s pedagogy. In Proceedings of the 22nd European Conference on Computer-Supported Cooperative Work: The International Venue on Practice-centered Computing on the Design of Cooperation Technologies – Doctoral Colloquium Contributions. European Society for Socially Embedded Technologies (EUSSET).
Cho, A., Herrera, R. G., Chaidez, L., and Uriostegui, A. (2019). The ”comadre”project: An asset-based design approach to connecting low-income latinx families to out-of-school learning opportunities. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, CHI ’19, page 1–14, New York, NY, USA. Association for Computing Machinery.
Cooper, A. (1995). About face: The essentials of user interface design. John Wiley & Sons, Inc.
D’Ignazio, C. (2017). Creative data literacy: Bridging the gap between the data-haves and data-have nots. Information Design Journal, 23(1):6–18.
D’Ignazio, C. and Bhargava, R. (2016). Databasic: Design principles, tools and activities for data literacy learners. The Journal of Community Informatics.
D’Ignazio, C. and Bhargava, R. (2020). 13. data visualization literacy: A feminist starting point. Data visualization in society, page 207.
Freire, P. (1971). Pedagogia do oprimido. Paz e Terra, Rua do Triunfo, 177. Santa Efigênia. São Paulo.
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Ismail, A. and Kumar, N. (2018). Engaging solidarity in data collection practices for community health. Proc. ACM Hum.-Comput. Interact., 2(CSCW).
Karusala, N., Holeman, I., and Anderson, R. (2019). Engaging identity, assets, and constraints in designing for resilience. Proc. ACM Hum.-Comput. Interact., 3(CSCW).
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Matuk, C., DesPortes, K., Amato, A., Vacca, R., Silander, M., Woods, P., and Tes, M. (2022). Tensions and synergies in arts-integrated data literacy instruction: Reflections on four classroom implementations. British Journal of Educational Technology, 53(5):1159–1178. Funding Information: We thank Veena Vasudevan who supported the curriculum design and implementations described in this study. We also acknowledge support from the National Science Foundation through a collaborative Discovery Research K-12 award (1908557, 1908142, 1908030). Publisher Copyright: © 2022 British Educational Research Association.
MCTI (2021). Portaria mcti nº 4979 de 13/07/2021. Acesso em: 14 jun. 2024.
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Pei, L. and Nardi, B. (2019). We did it right, but it was still wrong: Toward assets-based design. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems, pages 1–11.
Raffaghelli, J. E. (2022). Educators’ data literacy: Understanding the bigger piucture. Routledge.
Roldan, W., Vanegas, P., Pina, L., Gonzalez, C., and Yip, J. (2019). The role of funds of knowledge in online search and brokering. International Society of the Learning Sciences.
Stornaiuolo, A. (2022). Authoring data stories in a media makerspace: Adolescents developing critical data literacies. In Situating Data Science, pages 81– 103. Routledge.
Vacca, R., DesPortes, K., Tes, M., Silander, M., Amato, A., Matuk, C., and Woods, P. J. (2022a). What do you meme? students communicating their experiences, intuitions, and biases surrounding data through memes. In Proceedings of the 21st Annual ACM Interaction Design and Children Conference, IDC ’22, page 212–224, New York, NY, USA. Association for Computing Machinery.
Vacca, R., DesPortes, K., Tes, M., Silander, M., Matuk, C., Amato, A., and Woods, P. J. (2022b). ”i happen to be one of 47.8%”: Social-emotional and data reasoning in middle school students’ comics about friendship. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems, CHI ’22, New York, NY, USA. Association for Computing Machinery.
Wohl, B., Porter, B., and Clinch, S. (2015). Teaching computer science to 5-7 year-olds: An initial study with scratch, cubelets and unplugged computing. In Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE ’15, page 55–60, New York, NY, USA. Association for Computing Machinery.
Wong-Villacres, M., Gautam, A., Roldan, W., Pei, L., Dickinson, J., Ismail, A., DiSalvo, B., Kumar, N., Clegg, T., Erete, S., et al. (2020). From needs to strengths: Operationalizing an assets-based design of technology. In Companion Publication of the 2020 Conference on Computer Supported Cooperative Work and Social Computing, pages 527–535.
Wong-Villacres, M., Gautam, A., Tatar, D., and DiSalvo, B. (2021). Reflections on assets-based design: A journey towards a collective of assets-based thinkers. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW2):1–32.
Xie, A. (2018). Democratic Design: Creating diagrams to draw young citizens together. PhD thesis, OCAD University.
Bardin, L. (2011). Análise de conteúdo 4ªed. Lisboa: Edições, 70(1977):99– 120.
Bhargava, R., Deahl, E., Letouzé, E., Noonan, A., Sangokoya, D., and Shoup, N. (2015). Beyond data literacy: Reinventing community engagement and empowerment in the age of data.
Bhargava, R. and D’Ignazio, C. (2015). Designing tools and activities for data literacy learners. In Workshop on data literacy, Webscience.
Bremer, N. and Wu, S. (2021). Data Sketches: A journey of imagination, exploration, and beautiful data visualizations. AK Peters/CRC Press.
Brito, L., Dias, A., França, J., and Vivacqua, A. (2024a). Design colaborativo em literacia de dados no complexo do alemão: Uma abordagem inspirada no método paulo freire. In Anais Estendidos do XIX Simpósio Brasileiro de Sistemas Colaborativos, pages 39–48, Porto Alegre, RS, Brasil. SBC.
Brito, L. S., Santos, J. B. d. F., and Vivacqua, A. S. (2024b). Design of data literacy assets-based learning strategies with marginalized communities inspired by paulo freire’s pedagogy. In Proceedings of the 22nd European Conference on Computer-Supported Cooperative Work: The International Venue on Practice-centered Computing on the Design of Cooperation Technologies – Doctoral Colloquium Contributions. European Society for Socially Embedded Technologies (EUSSET).
Cho, A., Herrera, R. G., Chaidez, L., and Uriostegui, A. (2019). The ”comadre”project: An asset-based design approach to connecting low-income latinx families to out-of-school learning opportunities. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, CHI ’19, page 1–14, New York, NY, USA. Association for Computing Machinery.
Cooper, A. (1995). About face: The essentials of user interface design. John Wiley & Sons, Inc.
D’Ignazio, C. (2017). Creative data literacy: Bridging the gap between the data-haves and data-have nots. Information Design Journal, 23(1):6–18.
D’Ignazio, C. and Bhargava, R. (2016). Databasic: Design principles, tools and activities for data literacy learners. The Journal of Community Informatics.
D’Ignazio, C. and Bhargava, R. (2020). 13. data visualization literacy: A feminist starting point. Data visualization in society, page 207.
Freire, P. (1971). Pedagogia do oprimido. Paz e Terra, Rua do Triunfo, 177. Santa Efigênia. São Paulo.
Freire, P. (2014). Educação como prática da liberdade. Editora Paz e Terra.
Galeano, E. (2010). As veias abertas da América Latina. L&PM Editores.
Hui, J., Barber, N. R., Casey, W., Cleage, S., Dolley, D. C., Worthy, F., Toyama, K., and Dillahunt, T. R. (2020). Community collectives: Low-tech social support for digitally-engaged entrepreneurship. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, CHI ’20, page 1–15, New York, NY, USA. Association for Computing Machinery.
Ismail, A. and Kumar, N. (2018). Engaging solidarity in data collection practices for community health. Proc. ACM Hum.-Comput. Interact., 2(CSCW).
Karusala, N., Holeman, I., and Anderson, R. (2019). Engaging identity, assets, and constraints in designing for resilience. Proc. ACM Hum.-Comput. Interact., 3(CSCW).
Karusala, N., Vishwanath, A., Kumar, A., Mangal, A., and Kumar, N. (2017). Care as a resource in underserved learning environments. Proc. ACM Hum.-Comput. Interact., 1(CSCW).
Lupi, G. and Posavec, S. (2016). Dear data. Princeton Architectural Press, 202 Warren Street, Hudson, New York 12534.
Markham, A. N. and Pereira, G. (2019). Analyzing public interventions through the lens of experimentalism: the case of the museum of random memory. Digital Creativity, 30(4):235–256.
Matuk, C., DesPortes, K., Amato, A., Vacca, R., Silander, M., Woods, P., and Tes, M. (2022). Tensions and synergies in arts-integrated data literacy instruction: Reflections on four classroom implementations. British Journal of Educational Technology, 53(5):1159–1178. Funding Information: We thank Veena Vasudevan who supported the curriculum design and implementations described in this study. We also acknowledge support from the National Science Foundation through a collaborative Discovery Research K-12 award (1908557, 1908142, 1908030). Publisher Copyright: © 2022 British Educational Research Association.
MCTI (2021). Portaria mcti nº 4979 de 13/07/2021. Acesso em: 14 jun. 2024.
MEC (2022). Anexo ao parecer cne/ceb nº 2/2022 - bncc computação. Acesso em: 15 de junho de 2024.
Mills, K., Bonsignore, E., Clegg, T., Ahn, J., Yip, J., Pauw, D., Cabrera, L., Hernly, K., and Pitt, C. (2019). Connecting children’s scientific funds of knowledge shared on social media to science concepts. International Journal of Child-Computer Interaction, 21:54–64.
OECD (2024). Oecd artificial intelligence. Acesso em: 14 jun. 2024.
Pei, L. and Nardi, B. (2019). We did it right, but it was still wrong: Toward assets-based design. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems, pages 1–11.
Raffaghelli, J. E. (2022). Educators’ data literacy: Understanding the bigger piucture. Routledge.
Roldan, W., Vanegas, P., Pina, L., Gonzalez, C., and Yip, J. (2019). The role of funds of knowledge in online search and brokering. International Society of the Learning Sciences.
Stornaiuolo, A. (2022). Authoring data stories in a media makerspace: Adolescents developing critical data literacies. In Situating Data Science, pages 81– 103. Routledge.
Vacca, R., DesPortes, K., Tes, M., Silander, M., Amato, A., Matuk, C., and Woods, P. J. (2022a). What do you meme? students communicating their experiences, intuitions, and biases surrounding data through memes. In Proceedings of the 21st Annual ACM Interaction Design and Children Conference, IDC ’22, page 212–224, New York, NY, USA. Association for Computing Machinery.
Vacca, R., DesPortes, K., Tes, M., Silander, M., Matuk, C., Amato, A., and Woods, P. J. (2022b). ”i happen to be one of 47.8%”: Social-emotional and data reasoning in middle school students’ comics about friendship. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems, CHI ’22, New York, NY, USA. Association for Computing Machinery.
Wohl, B., Porter, B., and Clinch, S. (2015). Teaching computer science to 5-7 year-olds: An initial study with scratch, cubelets and unplugged computing. In Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE ’15, page 55–60, New York, NY, USA. Association for Computing Machinery.
Wong-Villacres, M., Gautam, A., Roldan, W., Pei, L., Dickinson, J., Ismail, A., DiSalvo, B., Kumar, N., Clegg, T., Erete, S., et al. (2020). From needs to strengths: Operationalizing an assets-based design of technology. In Companion Publication of the 2020 Conference on Computer Supported Cooperative Work and Social Computing, pages 527–535.
Wong-Villacres, M., Gautam, A., Tatar, D., and DiSalvo, B. (2021). Reflections on assets-based design: A journey towards a collective of assets-based thinkers. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW2):1–32.
Xie, A. (2018). Democratic Design: Creating diagrams to draw young citizens together. PhD thesis, OCAD University.
Publicado
09/10/2024
Como Citar
BRITO, Luciana S.; FRANÇA, Juliana B. S.; VIVACQUA, Adriana S..
Projetando Recursos para a Literacia de Dados junto com a Comunidade do Complexo do Alemão. In: WORKSHOP INVESTIGAÇÕES EM INTERAÇÃO HUMANO-DADOS (WIDE), 3. , 2024, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 73-81.
DOI: https://doi.org/10.5753/wide.2024.245496.
