Resumo

RABELLO, Cíntia Regina Lacerda  e  OKADA, Alexandra Lilaváti Pereira. Open schooling and the development of multiliteracies in environmental protection projects. Rev. Diálogo Educ. [online]. 2023, vol.23, n.77, pp.638-661.  Epub 15-Ago-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.077.ds01.

This paper investigates how open schooling can contribute to the development of young children and teenagers’ multiliteracies in basic education through the development of projects related to environmental protection as part of the CONNECT Project between the years 2021 and 2022. The qualitative research analyzes four experiences developed in schools in Brazil and the United Kingdom to answer the following research question: How did open schooling practices contribute to the development of students' multiliteracies? For this, we use the taxonomy of digital literacies developed by Dudeney, Hockly and Pegrum (2016) and we also relate the CARE-KNOW-DO model (OKADA; GRAY, 2023), developed for open schooling practices, with the pedagogy of multiliteracies (COPE; KALANTZIS, 2000; KALANTZIS; COPE; PINHEIRO, 2020). The results from the analysis of project descriptions published on the Best Practices page of the CONNECT platform indicate that students actively engaged in the activities proposed by the rewilding projects, developing multiliteracies and different digital literacies, such as literacies focused on language and information, as well as scientific and media literacy. The study also concludes that, although the two models come from different fields of knowledge, such as science and language teaching, they share several characteristics, since both propose educational processes aimed at promoting equity and citizenship through transformative practices in which students become agents of their own learning and capable of transforming their realities.

Palavras-chave : Open Schooling; Multiliteracies; Digital literacies; Citizenship; Environmental Protection.

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