Inovação educacional disruptiva mediada por recursos educacionais abertos (REA) na educação profissional e tecnológica (EPT)

• Ano de defesa: 2022
• Autor(a) principal: Lauermann, Rosiclei Aparecida Cavichioli
• 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: Recursos educacionais abertos; Inovação educacional disruptiva; Fluência tecnológico-pedagógica; Políticas públicas em educação; Educação profissional e tecnológica; Open educational resources; Disruptive educational innovation; Technological-pedagogical fluency; Public policies in education; Technical and vocational education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/27328

Open Educational Resources (OER) are part of Open Education movement, whose principles aim at democratizing. OER aims to open paths for an education accessible to all by encouraging creation, open access to knowledge and creativity of remix. Thus, it promotes the culture of sharing among teachers and the integration of educational technologies in network in pedagogical mediation and demands, in inseparable way, the development of public policies. In this scenario, this research investigates “How can the integration of OER foments Disruptive Educational Innovation in Technical and Vocational Education (TVE)?”. As a methodology, a quantitative-qualitative research was developed, of the action-research type, guided by the steps of (re)planning, action, observation and reflection. The theoretical postulates are Freire's dialogic-problematizing education and the foundations of Disruptive Innovation and Technological-Pedagogical Fluency (TPF). As a methodological approach, Content Analysis (BARDIN, 2016) was used, supported by three cartographic matrices: Dialogical-Problematizing Matrix (DPM), ThematicOrganizing Matrix (TOM) and Thematic-Analytical Matrix (TAM) (MALLMANN, 2015) and in the software of qualitative analysis WebQDA. Thus, it is concluded that the basic principles of OER and the prerogative of the 5R (retain, reuse, review, remix and redistribute) create practical, ethical, social, political and emancipatory ruptures in educational actors. They collaborate, therefore, with authorship and co-authorship as the TPF improvement occurs, thus enhancing Disruptive Educational Innovation (DEI) in TVE.