Minha escola transparente: uma análise comparativa do uso de dados governamentais abertos na educação básica no Brasil e Inglaterra

• Ano de defesa: 2014
• Autor(a) principal: Santos, Otávio Albuquerque Ritter dos
• Orientador(a): Michener, Robert Gregory
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Dados abertos; Transparência; Governo aberto; Educação pública; Educação aberta
• Link de acesso: http://hdl.handle.net/10438/12927

This research attempts to analyze the effects of open government data on the administration and practice of the educational process by comparing the contexts of Brazil and England. The findings illustrate two principal dynamics: control and collaboration. In the case of control, or what is called the 'data-driven' paradigm, data help advance the cause of political accountability through the disclosure of school performance. In collaboration, or what is referred to as the 'data-informed' paradigm, data is intended to support the decision-making process of administrators through dialogical processes with other social actors.