Produsage e Recursos Educacionais Abertos (REA): cultura participativa nas práticas escolares

• Ano de defesa: 2019
• Autor(a) principal: Bagetti, Sabrina
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: REA (Recursos Educacionais Abertos); Práticas escolares; Produsage; Fluência tecnológico-pedagógica; Cultura participativa; OER (Open Educational Resources); School practices; Technological-pedagogical fluency; Participatory culture; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/20499

The thematic concern that generates this research is centered on public policies to induce Open Educational Resources (OER) in school practices, such as innovation strategies and guaranteeing an inclusive and equitable education in the current context of cyberculture. In this bias, we find directions to promote (co) authorship of OER in the contemporary movement of produsage. The group involved were teachers and students from three teacher training courses at the Federal University of Santa Maria (UFSM), namely: Bachelor Degree Spanish Letters, Special Education Full Degree and Social Science Degree. In this context, we were inserted to conduct the Doctorate in Education oriented teaching internship of the Postgraduate Program in Education- PPGE / CE / UFSM. Therefore, we investigate the extent to which (co) authorship of OER, in the context of produsage enhances teaching and learning, during the school practices of teacher training courses. To this end, the theoretical-methodological conceptions of educational action research supported the implementation of collaborative activities of OER (co) authorship in the context of produsage with students. The cyclical spiral of action research contemplated the development of our activities, amidst the stages of (re) planning, action, observation and reflection necessary for the theoretical, political and ideological understanding of the OER movement. The action research was based on the propositions of three mediating matrices: the Dialogic-Problematizing Matrix (MDP), the Thematic-Organizing Matrix (MTO) and the Thematic-Analytical Matrix (MTA), which guided, respectively, the production of data, its organization and analysis. The practice sustained in theory and potentiated by action research was the basis for both the investigative process and the analysis of the evidenced data. In this sense, we produced theory in practice, and the materialization occurred through the triangulation of data, derived from participant observation records and the responses of open and closed questionnaires implemented with the students. These data were analyzed with the light of two elected categories, namely the Technological-Pedagogical Fluency (FTP) in the (co) authorship of OER and (co) Authorship of the C5c Generation in the produsage. In conclusion, we show that the (co) authoring of OER in the context of produsage, enhances teaching-learning in teacher training courses, as it values participatory culture in school practices, promotes the construction of FTP and disruptively disseminates learning open curriculum knowledge in network.