<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492021000300218</article-id>
<article-id pub-id-type="doi">10.17058/rea.v29i3.14354</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Transliteracia: trajetórias de aprendizagem e de autonomia diante dos deslocamentos na educação]]></article-title>
<article-title xml:lang="en"><![CDATA[Transliteracy: learning and autonomy paths regarding desplacements in education]]></article-title>
<article-title xml:lang="es"><![CDATA[Transalfabetización: trayectorias de aprendizaje, y de autonomia delante de los desplazamientos en la educación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lassalvia]]></surname>
<given-names><![CDATA[Catia Silene Câmara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>29</volume>
<numero>3</numero>
<fpage>218</fpage>
<lpage>234</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492021000300218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492021000300218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492021000300218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo propõe reflexões sobre a transliteracia (FRAU-MEIGS), contextualizando-a como uma abordagem possível para práticas sociais da aprendizagem ao longo da vida que sejam críticas, situadas e capazes de se apropriar de novas literacias geradas pela cultura informacional-midiática tecnológica do século XXI, em meio a um cenário de contínuo desmantelamento e deslocamentos das estruturas educacionais existentes (GADOTTI). Parte-se de um debate transdisciplinar, na interlocução entre educação, linguagens, tecnologias, mídias e os múltiplos sistemas hipermidiáticos que atuam na contemporaneidade e que afetam a aprendizagem (BUCKINGHAM). O artigo sistematiza diferentes perspectivas da transliteracia, em um contexto no qual os pilares e valores da &#8220;educação permanente&#8221; de adultos perderam espaço para os da &#8220;aprendizagem ao longo da vida&#8221;. Esta ideia, pautada por interesses predominantemente mercadológicos, legitima a menor responsabilidade dos Estados e transfere aos indivíduos a obrigação de aprender constantemente. A transliteracia diz respeito a ser fluente em diferentes linguagens, modalidades, canais e tecnologias, permitindo ao indivíduo mobilizar tantas literacias quanto sejam necessárias em seus trajetos situados e permanentes de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  This article proposes reflections on transliteracy (FRAU-MEIGS), contextualizing it as a possible approach to social practices of lifelong learning that are critical, situated, and capable of appropriating new literacies generated by the technological informational-media culture of the 21st century, among a scenario of continuous dismantling and displacement of existing educational structures (GADOTTI). It starts from a transdisciplinary debate, in the interlocution between education, languages, technologies, media and the multiple hypermedia systems that act in contemporaneity and that affect learning (BUCKINGHAM). The article systematizes different perspectives on transliteracy, in a context in which the pillars and values of &#8220;permanent education&#8221; for adults have lost space to those of &#8220;lifelong learning&#8221;. This idea, guided by predominantly market interests, legitimizes the lesser responsibility of States and transfers to individuals the obligation to constantly learn. Transliteracy is about being fluent in different languages, modalities, channels, and technologies, allowing the individual to mobilize as many literacies as necessary in their situated and permanent learning paths.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo propone reflexiones sobre la transalfabetización (FRAU-MEIGS), contextualizándola como un abordaje posible para prácticas sociales del aprendizaje a lo largo de la vida que sean críticas, situadas y capaces de apropiarse de nuevos alfabetismos generados por la cultura informacional-mediática tecnológica del siglo XXI, en medio de un escenario de continuo desmantelamiento y dislocamientos de las estructuras educacionales existentes (GADOTTI). Se parte de un debate transdisciplinar, en la interlocución entre educación, lenguajes, tecnologías, media, y los múltiplos sistemas hipermediáticos que actúan en la contemporaneidad y que afectan el aprendizaje (BUCKINGHAM). El artículo sistematiza diferentes perspectivas de la transalfabetización, en un contexto en el cual los pilares y valores de la &#8220;educación permanente&#8221; de adultos perdieron espacio para los del &#8220;aprendizaje a lo largo de la vida&#8221;. Esta idea, pautada por intereses predominantemente mercadológicos, legitima la menos responsabilidad de los Estados y transfiere a los individuos la obligación de aprender constantemente. La transalfabetización significa ser fluente en diferentes lenguajes, modalidades, canales, y tecnologías, permitiendo al individuo movilizar tantos alfabetismos cuantos sean necesarios en sus trayectos &#8216;situados y permanentes del aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem ao longo da vida]]></kwd>
<kwd lng="pt"><![CDATA[Literacias]]></kwd>
<kwd lng="pt"><![CDATA[Transliteracia]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Lifelong learning]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Transliteracy]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje a lo largo de la vida]]></kwd>
<kwd lng="es"><![CDATA[Alfabetismos]]></kwd>
<kwd lng="es"><![CDATA[Transalfabetización]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</name>
<name>
<surname><![CDATA[MILLS]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[PERRIL]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[PULLINGER]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Transliteracy: Crossing divides]]></article-title>
<source><![CDATA[First Monday]]></source>
<year>2007</year>
<volume>12</volume>
<numero>12</numero>
<issue>12</issue>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
