<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432021000400181</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2021.v30.n64.p181-197</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[(CO)AUTORIA DE RECURSOS EDUCACIONAIS ABERTOS E INOVAÇÃO EDUCACIONAL: CAMINHOS ÉTICO-ESTÉTICOS]]></article-title>
<article-title xml:lang="en"><![CDATA[(CO) AUTHORSHIP OF OPEN EDUCATIONAL RESOURCES AND EDUCATIONAL INNOVATION: ETHICAL-AESTHETIC WAYS]]></article-title>
<article-title xml:lang="es"><![CDATA[(CO)AUTORÍA DE RECURSOS EDUCATIVOS ABIERTOS E INNOVACIÓN EDUCATIVA: CAMINOS ÉTICO-ESTÉTICOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jacques]]></surname>
<given-names><![CDATA[Juliana Sales]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mallmann]]></surname>
<given-names><![CDATA[Elena Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mazzardo]]></surname>
<given-names><![CDATA[Mara Denize]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria (UFSM) Centro de Educação (CE) da Universidade Federal de Santa Maria (UFSM) Departamento de Administração Escolar (ADE)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina (UFSC) Centro de Educação (CE) da Universidade Federal de Santa Maria (UFSM) Departamento Administração Escolar (ADE)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Maria (UFSM) Universidade Aberta (UAb) de Portugal ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>64</numero>
<fpage>181</fpage>
<lpage>197</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432021000400181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432021000400181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432021000400181&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Na esteira de quefazeres e saberes ético-estéticos, investigamos em que medida a (co)autoria de Recursos Educacionais Abertos (REA) potencializa inovação na Educação Básica. Em movimento cíclico-espiralado de pesquisa-ação, (co)autoramos o Small Open Online Course &#8220;REA: Educação para o futuro&#8221;, ofertando-o a professores da Educação Básica da rede pública estadual do Rio Grande do Sul. Ao longo das atividades de estudo, produzimos dados teórico-práticos que potencializaram, neste artigo, a análise interpretativo-crítica de discursos de professores participantes, sob o recorte temático inovação didático-metodológica e fluência tecnológico-pedagógica. Defendemos que, nas relações dialógicas dos REA com o tripé Educação, tecnologias e inovação, a disruptividade acontece na medida em que (co)autoramos em rede à luz de atos éticos e estéticos. Assim, a (co)autoria de REA, responsável e responsiva, depende da fluência tecnológico-pedagógica para fomentar e consolidar inovação educacional disruptiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In the way of ethical-aesthetic work and knowledge, we investigated to what extent the (co)authorship of Open Educational Resources improves innovation in Basic Education. In a cyclic-spiral movement of action research, we (co)authored the Small Open Online Course &#8220;REA: Education for the future&#8221;, offering it to teachers of Basic Education in the state public network of Rio Grande do Sul. Throughout the study activities, we produced theoretical-practical data that improved, in this article, the interpretative-critical analysis of the speeches of participating teachers, about didactic-methodological innovation and Technological-Pedagogical Fluency. We argue that, in the OER´s dialogical relations with the foundation of Education, Technologies and Innovation, disruptivity happens how (co)authorship in a network in the light of ethical and aesthetic acts. Therefore, the (co)authorship of OER, responsible and responsive, depends on Technological-Pedagogical Fluency to foster and consolidate disruptive educational innovation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN A la raíz del qué hacer y de los saberes ético-estéticos, investigamos en qué medida la (co)autoría de Recursos Educativos Abiertos (REA) potencia la innovación en la Educación Básica. En un movimiento cíclico-espiral de investigación-acción, (co)creamos el Small Open Online Course &#8220;REA: Educación para el futuro&#8221;, ofreciéndolo a docentes de Educación Básica de la red pública estatal de Rio Grande do Sul. Durante el desarrollo de las actividades de estudio, producimos datos teórico-prácticos que potenciaron, en este artículo, el análisis interpretativo-crítico de los discursos de los docentes participantes, bajo el corte temático de innovación didáctico-metodológica y fluidez tecnológico-pedagógica. Sostenemos que, en las relaciones dialógicas de los REA con el trípode de Educación, Tecnologías e Innovación, se produce la disrupción como (co)autores en una red a la luz de actos éticos y estéticos. Así, la (co)autoría de los REA, responsable y apropiada, depende de la fluidez tecnológico-pedagógica para fomentar y consolidar la innovación educativa disruptiva.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[produção de material didático]]></kwd>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[inovação]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[teaching material production]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[innovation]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[producción de material didáctico]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[innovación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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