<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762015000100130</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2015v13i1p130-146</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Rea (recursos educacionais abertos) - conhecimentos e (des)conhecimentos]]></article-title>
<article-title xml:lang="en"><![CDATA[Oer (open educational resources) - knowledge and unknowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hilu]]></surname>
<given-names><![CDATA[Luciane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[Patricia Lupion]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Behrens]]></surname>
<given-names><![CDATA[Marilda Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>130</fpage>
<lpage>146</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762015000100130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762015000100130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762015000100130&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Os REA (Recursos Educacionais Abertos) t&#234;m surgido como uma proposi&#231;&#227;o de constru&#231;&#227;o de materiais did&#225;ticos que podem dar sustenta&#231;&#227;o a Educa&#231;&#227;o Aberta de qualidade, al&#233;m de possu&#237;rem a potencialidade de promover uma aprendizagem em sintonia com as novas formas de sociedade e de constru&#231;&#227;o do conhecimento do s&#233;culo XXI, baseados na dilui&#231;&#227;o das autorias, coletiviza&#231;&#227;o, colaboratividade, co-cria&#231;&#227;o e conex&#227;o. Nesta perspectiva, este artigo visa refletir sobre a extens&#227;o da compreens&#227;o dos REA por agentes e pesquisadores da educa&#231;&#227;o, a partir da realiza&#231;&#227;o de uma pesquisa-a&#231;&#227;o que envolveu 14 doutorandos e duas coordenadoras de pesquisa da &#225;rea da educa&#231;&#227;o que mediaram o processo investigativo. A pesquisa considerou a tem&#225;tica tanto do ponto de vista da utiliza&#231;&#227;o quando da produ&#231;&#227;o de REAs e envolveu os participantes em um processo investigativo realizado durante os encontros do Semin&#225;rio de Aprofundamento de Tese, do programa de Doutorado em Educa&#231;&#227;o, da PUCPR. Por meio de um question&#225;rio online aplicado junto aos participantes doutorandos, a pesquisa permitiu perceber que, apesar dos progn&#243;sticos positivos da sua ado&#231;&#227;o, seu conhecimento ainda est&#225; restrito a uma pequena esfera de pesquisadores, o que denota uma necessidade real de propor discuss&#245;es que envolvam o tema em processos de forma&#231;&#227;o de professores ou em programas de forma&#231;&#227;o continuada. Os professores devem ter a oportunidade de discutir amplamente o assunto para que possam estar em sintonia com as possibilidades e potencialidades trazidas pela Internet e suas implica&#231;&#245;es, incluindo entre estas os REA, bem como devem ser discutidas as quest&#245;es te&#243;ricas e pr&#225;ticas advindas de novos formatos em prol da aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  OER have emerged as a proposition of educational materials construction that can support a kind of quality Open Education. Alongside there is the potential of the OER based learning to promote new forms of society and knowledge building of the XXI century, based on the dilution of authorship, the collectivization, colaborativity, co-creation and connection. However, despite the positive predictions of the adoption of OER, a knowledge of them is still restricted to a small ball of researchers. This article aims to collaborate with a reflection on this issue, through action research, which involved 14 PhD students and two research coordinators that mediated the investigative process. The teachers and education researchers involved considered the issue on both sides: the user's hand and the producers of educational materials distributed over the Internet. The research involved participants in an investigative process conducted during the meetings of the Thesis Seminar, at Doctoral Program in Education, PUCPR. The survey detected, through an online questionnaire applied to doctoral students, a poor knowledge of the OER concept in the universe of respondents, which indicates a real need for outreach initiatives that need to be taken in the process of teacher training or continuing education programs. Teachers should have the opportunity to discuss extensively the subject so that they can be in tune with the possibilities and potentialities brought by the Internet and its implications, including those between the REA and the theoretical and practical possibilities of new forms of learning. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Recursos Educacionais Abertos]]></kwd>
<kwd lng="pt"><![CDATA[TICs]]></kwd>
<kwd lng="pt"><![CDATA[Educação Aberta]]></kwd>
<kwd lng="en"><![CDATA[OER]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication Technology]]></kwd>
<kwd lng="en"><![CDATA[Open Education]]></kwd>
</kwd-group>
</article-meta>
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