This qualitative study is based on narrative interviews with indigenous teachers and policymakers about Indigenous School Education. This article seeks to problematize discussions, through complex thinking, regarding the Responsible Research Innovation (RRI) approach for a significant role of indigenous communities in network education for democracy. Open Schooling emerges as a recommendation to promote partnerships for building knowledge with indigenous communities.

This article presents the theoretical foundations and practices carried out by the CONNECT project – Inclusive Open Schooling with engaging and future-oriented science; funded by the European Union with partners in Brazil. CONNECT is based on the CARE/KNOW/DO model supported by  problematization and socio-scientific narratives ‘storytelling’ to support scientific action. Preliminary results allow us to point out recommendations for promoting open schooling practices for innovation of education aimed at sustainability.

Meister, Izabel and Okada, Alexandra (2021). The knowledge in virtual networks with social media to promote open education: habitat of collective intelligences. EmRede Journal of Distance Education, 8(2)This virtual-ethnography study explores how knowledge is built in virtual networks with social media during COVID. It examined the CONNECT open schooling multi-lingual platform with real socio-scientific issues in Brazil and Europe. Findings suggest that informal learning can be enriched with the possibility of establishing participatory research based on the understanding of how knowledge is constructed democratically in social networks with the movement of collective intelligences.

This mixed methods study explores 34 secondary teachers’ practices with open schooling and emerging technologies. Findings indicated various challenges for teachers who are still focused on transmitting content, such as, teaching evidence-based argumentation with real-life problems and scientific narratives in context. Students lack opportunities to raise scientific questions, develop collaborative research project and use role-play to solve real-life problems with democratic values.

This article invites teachers to reflect about DIKR virus in the Science classrooms. DIKR refers to   Direct and Indirect Instruction Knowledge Rich. It challenges teachers to question the role of indirect instruction and the relevance of using a variety of approaches in science teaching such as problem solving, socio-scientific sensemaking and decision making, inquiry-based learning, participatory research, among others. These approaches are key for promoting new ways for students to learn and enjoy science in their lives supported by open schooling.

This symposium shows case-studies of CONNECT  school, university and society for scientific culture. It presents open schooling practices with socio-scientific issues that students ‘care’ about, need to ‘know’ about, and need to ‘do’ something about for meaning-and-decision making.  Findings from cases studies show multi-representative actors, artefacts and actions designed to promote innovation ecosystems.

This multi-methods study investigates school students’ views about what they care about, know and do in science. Data was generated through multi-language analytic open schooling platform for students-teachers-scientists partnerships supported by self-reflective questionnaires about students’ perception of their science capital, science leaning and science relevance in their lives.  Preliminary results allow us to point out some gender issues and recommendations for promoting open schooling practices to connect-science with girls’ lives for democratic societies.

Care: Students were engaged in discussing how to protect the environment by bringing back extinct UK wild animals such as wolves and bears to their natural habitat.  Participants were 30 students who contributed to discussions about which animal to rewild and prepared a campaign to persuade the public of the benefits of rewilding.  

Know: They used knowledge about interdependence and ecosystems. They also used geographic knowledge information about natural habitats for these animals. The skills that students practiced were devising questions, visual communication, data analysis and the enquiry skill of weighing up evidence to support a claim. They also used maths skills to prepare graphs and geographic information about habitat.  

Do: Students shared questions, created persuasive posters and practiced argumentation using data and facts. They were all engaged with the activities, and they enjoyed researching information and making decisions. They were keen to discuss the evidence for their chosen animal during the campaign. Students were interested in and confident in using science knowledge.  

Findings:  

Students were keen to discuss the evidence to support claims for their chosen animal during the campaign. It fitted the curriculum well and the video clips were very good. The children enjoyed it and actually wanted to know if it ‘was real’. Teacher said “ I think some thought that their votes would genuinely count towards initiated a rewilding of their animal. Having a scientist Zooming in gave the project some credibility and they were engaged by this.” 

Outcomes: The teachers reported that students were keen to discuss the evidence for their chosen animal during the campaign. All were engaged with the activities, and they enjoyed learning science. 

Ten students, between the ages of thirteen and fourteen, contributed to this open schooling research questionnair. Most students said that learning science will be useful in their daily lives, as well as that they feel confident using science to come up with questions and ideas, in addition, all of them said that they think learning science is fun. The data collected also shows that almost half of the students don’t feel confident with their knowledge in science.

More details of our report: on this link.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. Participants were 180 students, aged between 14 and 17, from the 1st, 2nd, and 3rd grades of high school, 160 of whom completed the scientific action, along with their families, a teacher, a researcher, and a scientist who shared their concerns about COVID-19, especially the functioning of the human immune system and the role of vaccines, a controversial topic from different world and life views.

KNOW: The school curriculum was worked, in an interdisciplinary and transdisciplinary way, integrating the areas of biology and chemistry in the analysis of historical and scientific data. Clarification was sought about the COVID-19 vaccine in the immunization of the human organism. Cause and effect, prevention and risks are discussed in the context of scientific and popular knowledge, mainly in the ideas arising from family members and the surrounding community. This provided the students’ interaction in the learning process, giving voice to the opinions built in the school, family, and society, analyzing the scientific in collective conversations. The process of teaching and learning by areas of knowledge enabled innovations in learning practices. The interaction of students in the process of unraveling the essence of the object of study motivates the interest in learning the unknown. This learning develops skills because he/she feels subject to this discovery of scientific knowledge. This helps in the perception of problems, as well as in identifying the causes and possible solutions. It was unique to develop the ability to argue in discussions about the vaccine as a reinforcement of the body’s immunity in times of COVID-19. As attitudes, we sought to value scientific knowledge, lead students to analyze and distinguish information about vaccines, scientific from fake news, as well as to enable scientific knowledge built in the school environment for life in society and to understand the function of the vaccine, as a human creation, as a reinforcement of the immunity of the human organism.

DO: Students were involved in the following activities, to develop scientific studies that raise awareness of the quality of life in times of COVID-19.

• Analyze the historical context of science, scientists and scientific method and their functions and risk in planetary life, through research and presentation to the class.
• Identify the pathogens (viruses, fungi, protozoa, or bacteria) that cause communicable diseases in epidemics and pandemics with laboratory practices.
• Understand the function of the vaccine as a reinforcement of the immunity of the human organism.
• Analyze information and discussions on social networks about the COVID-19 vaccine, differentiating scientific from opinions and fake news.
• Clarify doubts about the production of vaccines to prevent viral or bacterial diseases.
• Exhibition of murals at school with flyers about the vaccine and prevention habits against COVID-19.

FINDINGS: The open scenario methodology used was project-based collaborative learning. The students brought their own questions, discussed with the scientists and their families, and it was remarkable how much they didn’t know the subject, at the same time they wanted to learn. Teachers found the open teaching activity useful in this controversial topic during the pandemic, and as the school offers teaching by areas of knowledge, it facilitated the planning of actions, the applicability of learning activities targeting technological resources and curricular interaction through of projects.

OUTCOMES: In general, students participated and interacted in learning activities with an interest in learning and discovering curiosities about science. Several students did not know the main scientists and their contributions to planetary life, the great scientific innovations, vaccine advances, especially COVID-19, the functions of science as disease prevention. And all the knowledge built can be evidenced in the written and visual productions distributed on the murals, contemplating all the spaces of the school and the relevance of the study. However, the very social distancing generated by the pandemic period caused many disruptions in the school routine, among which contacted scientists impossible. The return of face-to-face classes with 50% of the students, in the form of a rotation, reduced the time for carrying out the learning activities. On the other hand, some students were not included in the study for reasons. But, in general, the students exceeded expectations in the development of scientific actions. The relevance of this study can be seen in the arguments of the discussions; respect for group opinions; the valorization of scientific knowledge in the solution of problems; to know the origins of science for the understanding of the pandemic, COVID-19 and responsible decision making.

Find out more here: Our report.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 180 students, between 14 and 17 years old, from the 1st, 2nd, and 3rd grades of high school, with 162 of them having completed the scientific actions, with their families, a teacher, a researcher, and a scientist shared their concerns about the issues of cleaning and contamination, where the power of alcohol can make a difference. Questions about why alcohol, why 70% alcohol, why in the hands, how and why the contagion of COVID-19 occurs, how to prevent it, among others, were questions raised and discussed. The main purpose was to train multipliers students to disseminate the scientific knowledge studied at school to families and the surrounding community.

KNOW: Different activities were developed, in an interdisciplinary and transdisciplinary way, in ​​Natural Sciences, and with an emphasis on the scientific content of Chemistry, particularly the analysis of data about alcohol in the prevention of COVID-19. In this way, the students became interested in the study, understanding the organic functions of 70% alcohol and its interactions in hygiene and contamination prevention measures. The students participated in carrying out the learning activities, expanding their repertoire of knowledge, based on science. The skills developed address the student’s ability to be a protagonist, acting as multipliers of scientific knowledge in COVID-19 prevention measures, especially speaking with property of how the destruction of the coronavirus happens with the use of alcohol. As attitudes, it was sought to develop the prevention of health and human life; to value the knowledge acquired in the school environment in the practice of the context in which one lives and to argue, with scientific property, in the discussions and practices of the use of alcohol in the prevention of COVID-19.

DO: Students were involved in the following activities:

• Analyze hygiene issues in the school, family, and society context as fundamental measures to prevent COVID-19.
• Contextualize the scientific content with the current situation of COVID-19, in school environments and the safety measures to be taken to preserve everyone’s health and life.
• Provide experiences on hand hygiene with soap and alcohol to prevent the spread of the coronavirus in the light of laboratory experimentation.
• Develop in school spaces the skills of being a protagonist in making responsible decisions in the face of COVID-19.
• Prepare students to be multipliers of correct information about COVID-19 hygiene measures, covering family, school, leisure, social and cultural environments.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. The laboratory experiences made it possible to verify scientific knowledge in practice. The integration of the school curriculum with scientific action enabled new teaching and learning practices. It is observed that both complement each other in the teaching and learning processes.

OUTCOMES: In general, the students actively participated in the proposed activities on the study of alcohol in times of COVID-19. Always interacting with significant questions to expand knowledge through the scientific content of chemistry that guide the benefits and risk of using soap and alcohol in hygiene in the pandemic. It was surprising how the students began to act during and after the study was carried out. The dominance of scientific argumentation among peers was evident. The ability to make responsible decisions in the use of alcohol in hand hygiene in different spaces and places was really developed. It was gratifying to see the change in students’ habits in terms of caring, knowing and doing. However, the very social distancing in the pandemic caused a lot of disruption in the school routine and the return of face-to-face classes with 50% of students reduced the time for carrying out learning activities. Thus, the action did not have direct contact with the scientist as expected.

Find out more here: Our report. 

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 47 students, in three classes of 1st year of high school. As a guiding question, the importance of vaccination was worked on to overcome the pandemic of the new coronavirus, together with their families, a teacher, a researcher. Due to the pandemic scenario, it was not possible to have the synchronous participation of experts during the science-action, but activities were developed that sought to involve the family in the debate on scientific issues. To build knowledge and facilitate discussions in the hybrid format, debates were encouraged through virtual learning environments.

KNOW: Interdisciplinary activities were developed, even without the involvement of a biology teacher, for example, when dealing with the importance of vaccination against pandemic diseases, health issues and social well-being. In addition, we worked with the abstract textual genre, its structure and organization. The proposed activities aimed to improve the skills of asking questions, analyzing data, verifying information and sources, weighing arguments, drawing conclusions and sharing ideas. As for the attitudes to be developed, we sought to value public health and social well-being, science and scientific investigation and collaborative work; the notion of collectivity and the consideration of data and information, seeking to verify its reliability, as well as the importance of debate and respect for the collective construction of knowledge.

DO: For the development of this science-action activity, the following activities were carried out:

• Previous conversation (with slideshow support) about the importance of vaccination, vaccines approved in Brazil and their risks and benefits;
• Installation of a virtual wall – the Padlet platform was used for this activity;
• Reading of the selected article, which will be summarized later;
• Verification and verification of the information presented in the article read;
• Sharing of sources consulted on the virtual wall;
• Discussion of researched information and expansion of the repertoire on the topic;
• Work with the characteristics of the summary genre, with the support of slides;
• Presentation of the abstract production proposal.
• Production and sharing of abstracts on the virtual wall.

FINDINGS: The open scenario methodology used was project-based collaborative learning, even in a virtual environment. Students brought their own questions, discussed with the scientists and their families. The fact that the students had devices that allowed the research and assembly of the virtual wall (smartphones, computers, internet, etc.) was fundamental for the development of the activity. In addition, teamwork also contributed to making the activity more interesting for students. It is essential for the teacher to have more ready-made (or easily adaptable) materials, such as videos, podcasts, slides, graphics, etc., to use as support during classes. The discussions carried out through participatory science contributed to a greater awareness of students about vaccination against the coronavirus, and these were shared with the community through the production of a school summary, which was posted on a virtual wall to facilitate access for students. all.

OUTCOMES: The students really enjoyed the activities, as they stimulate debate on topics that are relevant to them. In any case, the proposed activities were carried out in a collaborative way, which contributed to their engagement. It was interesting to see how the students gradually engaged during the activities, especially the debates. At first, there was some reluctance to participate in the discussions, perhaps for fear of not having their position respected or valued. When they realized that their contributions were accepted and taken into account, more and more students decided to present their positions. The students were very interested in the topics under discussion. In addition, they were critical of the researched data, verifying sources and prioritizing information from scientific studies. It was very gratifying to see how much they liked the activity, requesting that other actions be carried out with the same format. Being a content school, it was not possible to dedicate more classes to the activity, which made some steps to be carried out in a reduced way. For this reason, it was also not possible to involve any professor of Natural Sciences – leaving this question to be adapted in future studies and applications. Due to the pandemic, it was not possible to bring outside experts to the school, so we seek texts with scientific credibility and involve the family in the proposed discussions.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 95 students, between 14 and 16 years old, from the 1st grade of high school, of which 76 completed the scientific actions, along with their families, a teacher, a researcher and a scientist who shared their concerns about COVID-19 and ideas about as the artistic making, especially the construction of obelisks, has its historical and cultural role, in this case, as pictograms representing the care against the contamination of COVID-19, they could compose an obelisk emphasizing the historical and artistic context of the pandemic.

KNOW: Curricular knowledge was worked, in an interdisciplinary and transdisciplinary way, emphasizing the analysis of historical and scientific data in the disciplines of Art and Science. This made it possible, in a practical way, for students to interact and play a leading role in the learning process: the analysis of cultural heritage in the historical context of humanity; the identification of pictograms in visual communication contextualized with the colors of the traffic light and with Covid-19; exhibition of the study carried out in open spaces at the school and presentation of the artistic productions of the obelisks emphasizing the awareness of the theme addressed were the learning opportunities offered to the students. Quality of life, health, prevention, language and communication, artistic creation, pictograms, colors, cultural heritage of humanity in relation to COVID-29 were the bases of learning.

The ability to relate knowledge with pictograms, to establish relationships between communication, art, and knowledge, were developed through individual and collective practices contemplating the analysis and experiences that addressed the artistic and cultural heritage monuments contextualized with COVID-19. The skills to make responsible decisions to ensure the quality of life in times of a pandemic, as well as the value of human life in/in the world, were also development focuses. As attitudes, it was sought to protect human life; to identify measures to prevent and control the contamination of the coronavirus, to redefine the school curriculum with theories and practices in times of COVID-19, to value the knowledge built in the school environment for life in society and to promote reflections with research at school, family and community about the pandemic in real time.

DO: Students were involved in the following activities:

• Analyze Obelisks from Egypt and Brazil, regarding their contributions to the history of humanity and the meaning of the images in the historical, political, social, and cultural context.
• Contextualize the importance of the “Obelisk” monument in the record of historical facts on the timeline in different spaces.
• Searching bibliographic sources in real time about COVID-19.
• Reading of the material available on the prevention and vulnerability of the cities of Santa Catarina, in the pandemic, including the city where the school is located.
• Understand and interpret the language and communication of pictograms in the context of society as language and communication contextualized with COVID-19.
• Elaboration and exhibition of the “Obelisk of COVID-19” with pictograms of prevention against coronavirus.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. They learned the artistic language in a contextualized and meaningful way. Teachers found the open teaching activity useful for contextualizing COVID-19 from the perspective of its artistic-cultural and historical representation. The adaptations took place in accordance with the theories and learning practices of the New High School. In general, it fits perfectly into the school curriculum by exploring and complementing actions already developed and based on competences and skills in teaching by areas of knowledge. This facilitated the planning of actions and the applicability of learning activities. Teachers meet weekly and seek theories and practices compatible with the subject addressed, technological resources that expand the possibilities of access to science.

OUTCOMES: The participation of students was significant in carrying out the activities. It was evident that the dialogue between the areas of knowledge was relevant for the engagement, interaction, and production of scientific knowledge. Students felt protagonists in the learning processes. There have been changes in attitudes and habits in relation to care in the prevention of COVID-19 in school, family, and society spaces. It is not always possible to achieve the participation of all, however, it is observed that the number of students who were not included in the learning process is minimal.

The expectations of the students surprised each class, as they eagerly awaited something different to learn about the historical and cultural monuments; the pictograms; the colors most present in the daily lives of people in/of society which are: green, yellow, and red that indicate responsible actions to be taken in traffic and prevention against COVID-19. It was wonderful, the moment that the students were able to make the relationship between Art and Science in real time. The loom in the learning process made it possible to reframe the school curriculum in dialogue with everyday knowledge of students and family members to adapt to the new social and cultural context in times of COVID-19. There was the scientific perception that we are united and interconnected with the universe we live in and subject to changes for the quality of life.

Find out more here: Our report.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 120 students, aged between 14 and 16, from the 1st grade of high school, 78 of whom completed the scientific action, with their families, a teacher, a researcher, and a scientist who shared their concerns about COVID-19 and ideas for creating memes and cartoons, to contextualize the Brazilian Federal Declaration with the pandemic, highlighting human and citizen rights and duties.

KNOW: They were developed, in an interdisciplinary and transdisciplinary way, with the school curriculum integrating the disciplines of Sociology and Philosophy in the analysis of historical and scientific data. Thus, it was possible to understand the laws that ensure the right of citizens in times of COVID-19, permeated by the concepts of Citizenship, Citizen, Cultural Identity and Declaration of the Rights of Man and Citizen, in view of the contingency plan proposed for the pandemic.

In the teaching and learning processes, the skills developed addressed the student’s ability to contextualize the rights of the citizen with the reality found in urban spaces with COVID-19, as well as the ability to interpret the laws and make them accessible to everyone who wants to know to improve their quality of life.

As for the attitudes to be developed, we sought to promote empathy to overcome the “chaos” caused by epidemics and pandemics; the appreciation of reflections on the Brazilian Federal Constitution for new approaches to knowledge, in addition to enabling new forms of learning emphasizing social relationships, ethics and respect for life.

DO: Students were involved in the following activities:

• Bibliographic research on the subject.
• Research in documentary sources and images.
• Analysis of scientific articles on the relationship between the declaration of human and citizen’s rights with the actions and attitudes of the population in the pandemic.
• Classroom debate on the Brazilian Federal Constitution.
• Preparation of pamphlets such as memes and cartoons about “how do people act today in the pandemic?” and “How should people act on COVID-19?”
• Socialization of visual production and reflections punctuated with an emphasis on the pandemic.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. Teachers found the open teaching activity useful for the Contextualization of the Brazilian Federal Declaration with the pandemic highlighting human and citizen rights and duties. Teaching by area of knowledge facilitated the planning of actions, the applicability of learning activities, the use of technological resources and curricular interaction based on integrated projects.

OUTCOMES: The participation, engagement, and interest of students in the development of activities related to citizen rights in the COVID-19 pandemic. It was significant and surprising in the way they adhered to the proposal to know the Brazilian Federal Constitution. Most students did not know the rights of citizens. The relationship between legal laws and the pandemic was discussed with the students, arousing interest in knowing more and engaging in the activities of memes and cartoons presenting the Brazilian way in the pandemic. In a fun way, students were able to express their criticisms they felt about COVID-19.

During the learning activities, the students felt confident about their opinion on the rights of the citizen contextualized with the pandemic. Discussions about the Brazilian Federal Constitution aroused curiosity about the rights and duties of citizens defined by law. It is observed that the students were more confident in their speeches about Politics, Science and COVID-19.

However, the very social distancing generated by the pandemic period caused many disruptions in the school routine, among which they made it impossible to contact scientists or, in this case, jurists or political analysts. The return of face-to-face classes with 50% of the students, in the form of a rotation, reduced the time for carrying out the learning activities. On the other hand, some students were not included in the study for reasons.

Find out more here: Our report.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 104 students, aged between 14 and 16, from the 2nd grade of high school, 78 of them having completed the scientific action, along with their families, a teacher, a researcher, and a scientist who shared their concerns about COVID-19. Everyone involved in the action of identifying problematic situations in urban spaces that favor the spread of the virus, inspired by the study of great inventions, especially architectural works, at the time of the Renaissance, in particular the project by Leonardo Da Vinci, “the city of future”, created from the epidemic of the Black Death in Europe.

KNOW: Curricular knowledge was worked, in an interdisciplinary and transdisciplinary way, emphasizing the analysis of historical and scientific data in the disciplines of Art and Science. This made it possible, in a practical way, for students to interact and play a leading role in the learning process. Research, discussion, and application of concepts on quality of life, health, prevention, art and science, language and communication, architecture and urbanism, pandemic, great inventions of the Renaissance period and model making permeated all the actions of the project.

The skills of reflection, discussion and construction were developed through individual and collective practices contemplating the analysis and experiences that addressed the artistic and cultural heritage monuments contextualized with COVID-19. The result shows the students’ perceptions when speaking with property about the coronavirus, attitudes, and habits to combat contamination in school, family and society and the combative architectural needs in the spread of viruses.

As attitudes to be developed, emphasis was placed on valuing urban spaces; in creating ideas to solve problem situations in architecture and urbanism; to identify preventive measures against COVID-19 in urban spaces; in the act of resignifying the school curriculum with theories and practices in times of COVID-19; the one of valuing the knowledge built in the school environment for life in society and the one of promoting reflections with a scientific nature in the school, family and community on human innovations.

DO: Students were involved in the following activities:

• Observation, together with family members, of the urban spaces of the cities and their architectures, identifying the problems encountered (whether in houses, buildings, hospitals, public transport, parks, squares, schools, gyms, among others), which DO NOT offer quality life and protection from COVID-19.
• Research and discussion in groups about art and science and the great inventions in the renaissance.
• Reading and interpretation of the 15th century Epidemic, which inspired Leonardo Da Vinci to create the “city of the future” project.
• Presentation of videos and websites about COVID-19.
• Construction of a model and presentation of the problem with a possible solution:

1. Ex: the PROBLEM is in the care of recovery of contaminated patients. How could a new hospital, or park with cozy, welcoming spaces, offer a joyful and harmonious environment with therapeutic medicine to overcome fear, panic, anguish, physical and emotional difficulties?
2. Ex: the PROBLEM is in public transport. What is the solution to improve public transport since the distance of the seats does not correspond to the distance of 1.00 meters?
3. Ex: the PROBLEM is in the size of the internal spaces of the house, thinking about work “home office”. What is the innovation of house and apartment projects to meet this new type of work that COVID-19 has caused overnight changes along with digital technology, internet?

FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. Teachers found the open learning activity useful and as the school offers teaching by areas of knowledge, it facilitated the planning of actions and the applicability of learning activities. The adaptations took place in accordance with the New High School learning theories and practices. Teachers meet weekly and seek theories and practices compatible with the subject addressed, technological resources that expand the possibilities of access to science. In general, addressing socio-scientific issues fit perfectly into the school curriculum by exploring and complementing actions already developed and based on competences and skills in teaching by areas of knowledge.

OUTCOMES: The participation of students was significant in carrying out the activities. It was evident that the dialogue between the areas of knowledge was relevant for the engagement, interaction, and production of scientific knowledge. Students felt protagonists in the learning processes. There have been changes in attitudes and habits in relation to care in the prevention of COVID-19 in school, family, and society spaces. However, it is not always possible to achieve the participation of all, however, it is observed that the number of students who were not included in the learning process is minimal.

During the making of the model, it was visible that the students embraced the proposal, as they were confident in their ability to think, create and produce. The freedom of creation in the model aroused more interest in the students because they felt subjects in the process. Trust asserts itself when actors identify themselves as protagonists with autonomy in responsible decisions.

However, the very social distancing generated by the pandemic period caused many disruptions in the school routine, among which contacted scientists impossible. The return of face-to-face classes with 50% of the students, in the form of a rotation, reduced the time for carrying out the learning activities.

Find out more here: Our report.

CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 96 students, aged between 14 and 16, from the 2nd grade of high school, 20 of whom completed the scientific action, along with their families, a teacher, a researcher, and a scientist who shared their concerns about COVID-19. All were involved in the objective of analysis and study actions on the problem of creating a school newspaper, based on media journalism for the dissemination of learning activities carried out during the 2021 school year, especially activities integrated by areas of knowledge, provided for the New High School and actions on COVID-19.

KNOW: Curricular activities were developed, in an interdisciplinary and transdisciplinary way, between the components of the area of ​​Languages ​​and their Technologies, with an emphasis on the scientific content of Portuguese, English and Spanish, especially in the analysis of the information collected and transformed into media language to be disseminated. in the school newspaper. The responsible decisions of those involved in curating the news to be edited and made public was an essential learning experience. The mastery of what journalistic-media texts is, questions about Science and Technologies, especially the topic of COVID-19, the difference and complementarity between written and visual language and the mastery of digital authoring tools such as Scribus and Adobe Fireworks digital resources anchored the learning in the teaching-learning process.

As skills to be developed in the learning processes, the student’s ability to have decision-making autonomy was addressed in the face of challenges in/of society; to be a subject in the construction of individual and collective knowledge; the resourcefulness of reading, orality and writing and the mastery of digital authoring tools.

Regarding attitudes, the focus was on identifying information and opinion as phenomena, fake news, and post-truth; the valorization of communication in the social and cultural context in the journalistic-media field, as well as improving the practices of curation, organization and dissemination of information to the public, in a critical and ethical way.

DO: Students were involved in the following activities:

• Presentation of videos and websites on the field of media-journalism, digital technological resources, and access to a diversity of scientific content.
• Reading of material available on the role of the media-journalism field in/of society.
• Investigation of forms of contemporary journalism and identifying the veracity of facts and identifying fake news, post-truth and its effects.
• Construction of the digital and printed newspaper with learning activities developed in the school environment covering several areas of knowledge.
• Elaboration and layout of the digital and printed literary newspaper covering what the New High School is and the learning activities that cover the different areas of knowledge that were carried out at the school during the 2021 school year;
• Printing and dissemination on the newspaper’s social networks for access by families, educational institutions, and the community in general.

FINDINGS: The open scenario methodology used was project-based collaborative learning. Adjustments to the school curriculum happened naturally during the learning process, given the needs and interests of students. Due to the teaching modality that the school offers in the New High School, which is based on the development of skills and abilities by areas of knowledge, it was possible to adjust the learning necessary for the development of the project. As the school offers teaching by areas of knowledge, it facilitated the planning of actions, the applicability of learning activities targeting technological resources and curricular interaction through projects.

OUTCOMES: The creation of the newspaper was a valuable idea as a motivation and appreciation for the students to feel themselves actors in the production of knowledge and subject to the curation of information to be published in a media. The students involved participated actively and responsibly in the creation of the newspaper. Always attentive and helpful in the orientation and collection of information based on media journalism. This activity motivated the students to have autonomy and mastery in the writing and layout of news through printed and digital language.

The sparkle in the eyes and the smile on the students’ faces when delivering the printed newspaper was proof that they were satisfied and confident in the work carried out.

The very social distancing caused by the pandemic caused many disruptions in the school routine, which contacted scientists, newspaper editors and even visits to a space for journalistic production impossible. A The return to face-to-face classes with 50% of the students, in a rotation way, reduced the time for carrying out the learning activities.

Find out more here: Our report.