CIÊNCIA DE DADOS NA EDUCAÇÃO BÁSICA: UM FRAMEWORK BASEADO EM EVIDÊNCIAS QUE INTEGRA APRENDIZAGEM E AVALIAÇÃO
DOI:
https://doi.org/10.56238/revgeov17n1-180Palavras-chave:
Ciência de Dados na Educação, Avaliação Formativa, Aprendizagem Baseada em Evidências, Educação BásicaResumo
Em uma sociedade cada vez mais orientada por dados, é essencial preparar novas gerações com competências robustas em ciência, tecnologia, engenharia, artes e matemática (STEAM). Nesse contexto, a educação em Ciência de Dados exige o desenvolvimento de conceitos matemáticos fundamentais, terminologia específica e estruturas cognitivas que sustentem a progressão dos estudantes de níveis introdutórios a avançados. As abordagens pedagógicas devem possibilitar que os estudantes não apenas compreendam os dados, mas também apliquem o conhecimento de forma criativa e eficaz em tarefas como coleta, pré-processamento, análise e visualização de dados. Este artigo identifica lacunas persistentes no desenho e na avaliação de iniciativas de ensino de Ciência de Dados na Educação Básica, particularmente o desalinhamento entre estratégias de ensino, progressões de aprendizagem e práticas avaliativas, e propõe um framework pedagógico baseado em evidências para enfrentar esses desafios. O estudo adota uma abordagem qualitativa e exploratória, fundamentada em uma revisão narrativa da literatura e em uma síntese integrativa de pesquisas provenientes da psicologia cognitiva, das ciências da aprendizagem e da avaliação educacional, orientada pela seguinte questão: quais estratégias de ensino e modelos avaliativos podem apoiar de forma eficaz a institucionalização da Ciência de Dados na Educação Básica? Ancorado na literatura internacional, o framework proposto integra princípios consolidados de aprendizagem, como a prática distribuída, a aprendizagem baseada em recuperação e atividades iterativas baseadas em projetos, a instrumentos de avaliação formativa voltados ao fortalecimento da retenção, da transferência do conhecimento, da metacognição e do engajamento dos estudantes. A análise demonstra que a ausência de modelos avaliativos coerentes fragiliza a institucionalização da Ciência de Dados como componente curricular e limita sua efetividade pedagógica. Ao articular sistematicamente estratégias de ensino, progressões de aprendizagem e instrumentos de avaliação formativa, o framework oferece uma estrutura operacional e adaptável para implementação em sala de aula. Sustentado por evidências empíricas reportadas na literatura, o estudo conclui que promover o letramento em dados na Educação Básica por meio de práticas pedagógicas baseadas em evidências é um passo fundamental para o fortalecimento da equidade educacional, da cidadania digital e da capacidade dos estudantes de interpretar e atuar em ambientes contemporâneos ricos em informação.
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