<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000200638</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.077.ds01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escolarização aberta no desenvolvimento de multiletramentos em projetos de proteção ambiental]]></article-title>
<article-title xml:lang="en"><![CDATA[Open schooling and the development of multiliteracies in environmental protection projects]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rabello]]></surname>
<given-names><![CDATA[Cíntia Regina Lacerda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Okada]]></surname>
<given-names><![CDATA[Alexandra Lilaváti Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense (UFF) Departamento de Línguas Estrangeiras Modernas (GLE) ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Open University United Kingdom (OU-UK)  ]]></institution>
<addr-line><![CDATA[Milton Keynes ]]></addr-line>
<country>Inglaterra</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>77</numero>
<fpage>638</fpage>
<lpage>661</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000200638&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000200638&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000200638&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo investiga como a escolarização aberta pode contribuir para o desenvolvimento dos multiletramentos de crianças e jovens da Educação Básica a partir da realização de projetos relacionados à proteção ambiental como parte do projeto CONNECT entre os anos de 2021 e 2022. A pesquisa qualitativa analisa quatro experiências desenvolvidas em escolas no Brasil e no Reino Unido para responder a seguinte questão de pesquisa: Como as práticas de escolarização aberta contribuíram para o desenvolvimento dos multiletramentos dos estudantes? Para isso, utilizamos a taxonomia dos letramentos digitais de Dudeney, Hockly e Pegrum (2016) e também relacionamos o modelo CARE-KNOW-DO (OKADA; GRAY, 2023), desenvolvido para práticas de escolarização aberta, com a pedagogia dos multiletramentos (COPE; KALANTZIS, 2000; KALANTZIS; COPE; PINHEIRO, 2020). Os resultados provenientes da análise das descrições dos projetos publicadas na página de Boas Práticas da plataforma CONNECT indicam que os estudantes se engajaram ativamente nas atividades propostas pelos projetos de refaunação, desenvolvendo multiletramentos e diferentes letramentos digitais, tais como letramentos com foco em linguagem e informação, além de letramento científico e midiático. O estudo ainda conclui que, apesar dos dois modelos propostos serem provenientes de campos diferentes do conhecimento, como ensino de ciências naturais (Biologia) e humanas (Linguagem), eles possuem várias características em comum, uma vez que ambos propõem processos educacionais voltados para a promoção da equidade e da cidadania por meio de práticas transformadoras nas quais os estudantes se tornam agentes do próprio aprendizado e capazes de transformar suas realidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper investigates how open schooling can contribute to the development of young children and teenagers&#8217; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo investiga cómo la escuelarización abierta puede contribuir al desarrollo de las multiliteracias de niños y jóvenes de educación básica a partir de la realización de proyectos relacionados con la protección del medio ambiente como parte del proyecto CONNECT entre los años 2021 y 2022. La investigación cualitativa analiza cuatro proyectos desarrollados en escuelas de Brasil y Reino Unido para responder a la siguiente pregunta de investigación: ¿Cómo contribuyeron las prácticas de escolarización abierta al desarrollo de la multiliteracia de los estudiantes? Para ello, utilizamos la taxonomía de literacias digitales de Dudeney; Hockly y Pegrum (2016) y también relacionamos el modelo CARE-KNOW-DO (OKADA; GRAY, 2023), desarrollado para prácticas de escolarización abierta, con la pedagogía de las multiliteracias (COPE; KALANTZIS, 2000; KALANTZIS; COPE; PINHEIRO, 2020). Los resultados del análisis de las descripciones de los proyectos publicados en la página de Buenas Prácticas de la plataforma CONNECT indican que los estudiantes se involucraron activamente en las actividades propuestas por los proyectos de refacción, desarrollando multiliteracias y diferentes literacias digitales, como literacias centradas en el lenguaje y la información, así como como literacia científica y mediática. El estudio también concluye que, a pesar de los dos modelos propuestos provienen de diferentes campos del conocimiento, como la enseñanza de las ciencias y la lengua, tienen varias características en común, ya que ambos proponen procesos educativos dirigidos a promover la equidad y la ciudadanía a través de prácticas transformadoras en que los estudiantes se convierten en agentes de su propio aprendizaje y capaces de transformar sus realidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escolarização Aberta]]></kwd>
<kwd lng="pt"><![CDATA[Multiletramentos]]></kwd>
<kwd lng="pt"><![CDATA[Letramentos digitais]]></kwd>
<kwd lng="pt"><![CDATA[Cidadania]]></kwd>
<kwd lng="pt"><![CDATA[Proteção ambiental]]></kwd>
<kwd lng="en"><![CDATA[Open Schooling]]></kwd>
<kwd lng="en"><![CDATA[Multiliteracies]]></kwd>
<kwd lng="en"><![CDATA[Digital literacies]]></kwd>
<kwd lng="en"><![CDATA[Citizenship]]></kwd>
<kwd lng="en"><![CDATA[Environmental Protection]]></kwd>
<kwd lng="es"><![CDATA[Escuelarización Abierta]]></kwd>
<kwd lng="es"><![CDATA[Multiliteracias]]></kwd>
<kwd lng="es"><![CDATA[Literacias digitales]]></kwd>
<kwd lng="es"><![CDATA[Ciudadanía]]></kwd>
<kwd lng="es"><![CDATA[Protección ambiental]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BARDIN]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Análise de Conteúdo]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Edições 70]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BIZÔI]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[SUDUC]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[OKADA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[D5.1 - Guidelines for implementation report]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COPE]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[KALANTZIS]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Multiliteracies: Literacy Learning and the Design of Social Futures]]></source>
<year>2000</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DUDENEY]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[HOCKLY]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[PEGRUM]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Letramentos Digitais. Traduzido por Marcos Marcionilo]]></source>
<year>2016</year>
<edition>1</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Parábola Editorial]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FREIRE]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogia do oprimido]]></source>
<year>2022</year>
<edition>84</edition>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HAZELKORN]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Science education for responsible citizenship]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Brussels ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KALANTZIS]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[COPE]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[PINHEIRO]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Letramentos]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Campinas ]]></publisher-loc>
<publisher-name><![CDATA[Ed. Unicamp]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KELLNER]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Technological transformation, multiple literacies, and the revisioning of education]]></article-title>
<source><![CDATA[E-Learning]]></source>
<year>2004</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>9-37</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KELLNER]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[New technologies/New literacies: reconstructing education for the new millennium]]></article-title>
<source><![CDATA[Teaching Education]]></source>
<year>2000</year>
<volume>11</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>245-65</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OKADA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[CARE-KNOW-DO framework for independent thinkers in science]]></article-title>
<source><![CDATA[SE Journal]]></source>
<year>2023</year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OKADA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[D.6.1 Evaluation framework]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Milton Keynes ]]></publisher-loc>
<publisher-name><![CDATA[Open University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OKADA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Scientific Literacy in the digital age: tools, environments and resources for co-inquiry]]></article-title>
<source><![CDATA[European Scientific Journal]]></source>
<year>2013</year>
<numero>4</numero>
<issue>4</issue>
<page-range>263-74</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OKADA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[DA MATTA]]></surname>
<given-names><![CDATA[C. E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A formação docente para educação profissional por meio de um curso de extensão com tecnologias emergentes e escolarização aberta]]></article-title>
<source><![CDATA[Dialogo Educacional]]></source>
<year>2021</year>
<volume>21</volume>
<numero>71</numero>
<issue>71</issue>
<page-range>1766-93</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OKADA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[GRAY]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Climate Change and Sustainability Education Movement: Networks, Open Schooling, and the &#8216;CARE-KNOW-DO&#8217; Framework]]></article-title>
<source><![CDATA[Sustainability]]></source>
<year>2021</year>
<volume>15</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>2356</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OKADA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[SHEEHY]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Factors and Recommendations to Support Students&#8217; Enjoyment of Online Learning With Fun: A Mixed Method Study During COVID-19]]></article-title>
<source><![CDATA[Frontiers in Education]]></source>
<year>2020</year>
<month>a</month>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OKADA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[SHEEHY]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The value of fun in online learning: a study supported by responsible research and innovation and open data]]></article-title>
<source><![CDATA[Revista e-Curriculum]]></source>
<year>2020</year>
<month>b</month>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>319-43</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OKADA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[SHERBORNE]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Equipping the Next Generation for Responsible Research and Innovation with Open Educational Resources, Open Courses, Open Communities and Open Schooling: An Impact Case Study in Brazil]]></article-title>
<source><![CDATA[Journal of Interactive Media in Education]]></source>
<year>2018</year>
<volume>1</volume>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="">
<collab>NAÇÕES UNIDAS</collab>
<source><![CDATA[Site ITU - The United Nations specialized agency for ICTs, 2022. New UN targets chart path to universal meaningful connectivity]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Edméa]]></given-names>
</name>
</person-group>
<source><![CDATA[Educação online para além da EAD: um fenômeno da cibercultura]]></source>
<year>2009</year>
<conf-name><![CDATA[ CONGRESSO INTERNACIONAL GALEGO-PORTUGUÊS DE PSICOPEDAGOGIA, 10, 2009, Braga]]></conf-name>
<conf-loc> </conf-loc>
<publisher-loc><![CDATA[Braga ]]></publisher-loc>
<publisher-name><![CDATA[Universidade do Minho]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOARES]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Letramento: um tema em três gêneros]]></source>
<year>2012</year>
<edition>3</edition>
<publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
<publisher-name><![CDATA[Autêntica Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOARES]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Novas práticas de leitura e escrita: letramento na cibercultura]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>2002</year>
<volume>23</volume>
<numero>81</numero>
<issue>81</issue>
<page-range>143-60</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[YIN]]></surname>
<given-names><![CDATA[R. K]]></given-names>
</name>
</person-group>
<source><![CDATA[Pesquisa qualitativa do início ao fim]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Penso]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
