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RESUMO : O presente trabalho propoe uma discussao a respeito da “ educacao aberta” a partir da imagem do “rizoma”, conceito presente nas obra s Mil Platos , de Deleuze e Guatarri, e nas “linhas de errância”, presente s nos mapas apresentados por Fernand Deligny, em “Aracniano”. O presente trabalho discute como os professores podem assumir o papel de “intelectuais transformadores” no contexto da cibercultura e de negacao do modelo de “educacao bancaria”, adotando uma perspectiva critica de ensino na utilizacao dos processos da cultura digital em suas praticas pedagogicas. Por fim, propoe uma breve reflexao acerca do potencial dos recursos educacionais abertos e de como e l es podem ser vistos como possibilidades de “errância” e “desterritorializacao” no contexto da educacao brasileira . PALAVRAS - CHAVE : rizoma; educacao aberta; educacao bancaria; R ecursos E ducacionais A bertos (REA) . ABSTRACT : This paper proposes a discussion about open education, based on the concept of rhizome, articulated by Deleuze and Guattari in “A T housand Plateaus”, and the "wandering lines", present in the Fernand Deligny's cartography in "The arachnean and other texts". The paper explores how teachers can act as “ Transformative Intellectuals” in the cyberculture context, opposing the banking model of education, adopting a critical perspective of teaching in the utilization of digital culture processes in their Pedagogical practices. In this regard, the discussion ends by suggesting a reflection about the potential of Open Educational Resources (OER) and how they can be considered possibilities for wandering and deterritorialization in the context of B razilian education . KEYWORDS : rhizome; o pen e ducation; banking model; Open Educational Resources (OER) .

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Ética hacker, campos de experimentação e as possibilidades da educação aberta / Hacker ethics, fields of experimentation and open education possibilities