<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922022000100113</article-id>
<article-id pub-id-type="doi">10.20396/etd.v24i1.8665573</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[IDENTIDADE, DIFERENÇA E PERSONALIZAÇÃO NO ENSINO HÍBRIDO: REFLEXÕES EM TEMPOS DE PANDEMIA, MAS PARA ALÉM DELA]]></article-title>
<article-title xml:lang="en"><![CDATA[IDENTITY, DIFFERENCE AND PERSONALIZATION IN BLENDED LEARNING: REFLECTIONS IN PANDEMIC TIMES, BUT BEYOND HER]]></article-title>
<article-title xml:lang="es"><![CDATA[IDENTIDAD, DIFERENCIA Y PERSONALIZACIÓN EN LA ENSEÑANZA HÍBRIDA: REFLEXIONES EN TIEMPOS DE PANDEMIA, PERO MÁS ALLÁ DE ELLA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Carlos Jorge da Silva Correia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mercado]]></surname>
<given-names><![CDATA[Luís Paulo Leopoldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A03"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Alagoas Escola Estadual Professora Benedita de Castro Lima Rede Estadual de Educação de Alagoas]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>113</fpage>
<lpage>132</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922022000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922022000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922022000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como objetivo colaborar com a reflexão sobre o ensino híbrido em escolas públicas ao ampliar a compreensão dos seus processos educacionais a partir de perspectivas multiculturais. A metodologia, de caráter qualitativo, envolveu pesquisa bibliográfica sobre ensino híbrido e multiculturalismo, bem como a construção de uma proposta interdisciplinar acerca de como os pontos de vista defendidos neste artigo poderiam ser praticados. No decorrer do estudo, noções como ecologia de saberes, multiculturalismo e interculturalidade são articuladas ao ensino híbrido com a intenção de argumentar a favor de práticas educacionais em geral, e híbridas em particular, que considerem a problematização de dimensões como a identidade e a diferença. Por fim, defende-se que, em um mundo multicultural e desigual como o atual, o caminho mais coerente em direção a uma educação democrática inicia-se com o reconhecimento das diferenças culturais, na escola e além dos seus muros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to collaborate with reflection about blended learning in public schools by expanding the understanding of their educational processes from multicultural perspectives. The methodology, of qualitative character, involved bibliographic research on blended learning and multiculturalism, as well as the construction of an interdisciplinary proposal about how the points of view defended in this article could be practiced. Throughout the study, notions such as ecology of knowledge, multiculturalism and interculturality are linked to blended learning with the intention of arguing in favor of educational practices in general, and hybrids in particular, which consider the problematization of dimensions such as identity and difference. Finally, it is argued that, in a multicultural and unequal world like the current one, the most coherent path towards a democratic education begins with the recognition of cultural differences, at school and beyond its walls.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo colaborar con la reflexión sobre la enseñanza híbrida en las escuelas públicas ampliando la comprensión de sus procesos educativos desde perspectivas multiculturales. La metodología cualitativa implicó la investigación bibliográfica sobre la enseñanza híbrida y la multiculturalidad, así como la construcción de una propuesta interdisciplinar sobre cómo se podrían poner en práctica las ideas y puntos de vista propugnados en este artículo. A lo largo del estudio, nociones como ecología del conocimiento, multiculturalismo e interculturalidad se vinculan a la enseñanza híbrida con la intención de argumentar a favor de las prácticas educativas en general, y las híbridas en particular, que consideran la problematización de dimensiones como la identidad y la diferencia. Finalmente, se sostiene que, en un mundo multicultural y desigual como el actual, el camino más coherente hacia una educación democrática comienza con el reconocimiento de las diferencias culturales, en la escuela y más allá de sus muros.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Educação multicultural]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Multicultural education]]></kwd>
<kwd lng="es"><![CDATA[Cultura]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
<kwd lng="es"><![CDATA[Educación multicultural]]></kwd>
</kwd-group>
</article-meta>
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