<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442022000100247</article-id>
<article-id pub-id-type="doi">10.5902/1984644454545</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os multiletramentos nas aulas da pós-graduação como possibilidade de desencapsulação do currículo]]></article-title>
<article-title xml:lang="en"><![CDATA[Multiliteracies in graduate classes with possible syllabus decapsulation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amorim]]></surname>
<given-names><![CDATA[Andrea Gabriela do Prado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Liberali]]></surname>
<given-names><![CDATA[Fernanda Coelho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo,  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100247&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100247&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100247&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo surge como parte de um projeto de pesquisa mais amplo, financiado pelo CNPq, PIPEq, PIPAD e CAPES. E teve como foco específico as aulas ministradas pelos seus autores na pós-graduação, com o uso das Tecnologias Digitais de Informação e Comunicação (TDIC) e de metodologias criativas. Objetivou investigar a construção de propostas de ensino-aprendizagem para romper limites representacionais e promover, assim, a desencapsulação dos saberes. Para tanto, visou-se responder à questão: Como desencapsular o currículo por meio das mídias? Seguindo, para tanto, o mesmo arcabouço teórico do projeto maior e a discussão sobre desencapsulação da aprendizagem e a Pedagogia dos Multiletramentos. Estruturou-se metodologicamente a partir da Pesquisa Crítica de Colaboração, compreendida como pesquisa de intervenção formativa, que permite a transformação intencional do contexto por meio da busca por soluções compartilhadas, tendo a crise como base do desenvolvimento e os agentes envolvidos como um coletivo. Os dados foram produzidos e coletados por meio de videogravação de aulas e por recuperação de dados das TDIC utilizadas. A análise do material selecionado foi feita por meio da argumentação multimodal, que permitiu combinar meios de criar e entrelaçar os significados produzidos em conjunto com os envolvidos. Os resultados apontaram que é possível ir além da teoria, na busca pela transformação dos contextos, partindo da análise e do estudo das realidades dos pós-graduandos utilizando as TDIC para alcançaros objetivos e criar propostas criativas na docência universitária.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper originated as part of a broader research project, which is financed by CNPq, PIPEq ,PIPADand CAPES. We aim at investigating the construction of teaching-learning proposals that may break representational boundaries, thus promoting the decapsulation of knowledge. We therefore seek to answer the following research question: How is it possible to decapsulate the syllabus by using media? In order to achieve our goal, we follow the same theoretical framework of the broader project, as well as discussions regarding learning decapsulation and the Multiliteracies Pedagogy. Methodologically speaking, this paper is based on Critical Research Methodology, which is understood as formative intervention methodology which allows for the intentional transformation of the context. Data were produced and collected by means of video recording of classes and by recovering data from the DITCs that were employed. Analysis was carried out by means of multimodal argumentation, which allowed us to use different means for generating and intertwining meanings that were produced as part of the collective work with those involved. Results indicate that it is possible to transcend theory, seeking the transformation of contexts, and starting from the study and analysis of graduate students&#8217; realities when using DITCs as means to achieve our objective and produce creative proposals as part of the university lecturing realm.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desencapsulação]]></kwd>
<kwd lng="pt"><![CDATA[Mídias]]></kwd>
<kwd lng="pt"><![CDATA[Contextos de transformação]]></kwd>
<kwd lng="en"><![CDATA[Decapsulation]]></kwd>
<kwd lng="en"><![CDATA[Media]]></kwd>
<kwd lng="en"><![CDATA[Transformation contexts]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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