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Expanding the Technological-Pedagogical Fluency of teachers in the context of BasicEducation is a concrete and urgent challenge to be solved in the Brazilian scenario. For this,teacher education processes have been implemented according to the principles of Design-Based Research (DBR). Phases of diagnosis, planning, implementation, observation, andredesign have generated intervention and production cycles to develop solutions andcontribute to the resolution of real problems. In this scope, a pedagogical product resultingfrom DBR is analyzed. This is a proposal for emerging education process on OpenEducational Resources (OER) implemented through a Small Open Online Course. Theempirical results demonstrate the potential of DBR applied in an educational context topromote teacher (co)authorship. This is possible through the creation and free sharing ofOER in public repositories. As conclusions, it is highlighted that teacher education throughthe iterative cycles of DBR increases Technological-Pedagogical Fluency and, consequently,enhances disruptive educational innovation.
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Mallmann et al. (2025) studied this question.
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