Tecnologias educacionais: possibilidades e desafios sob a perspectiva dos Recursos Educacionais Abertos

• Ano de defesa: 2020
• Autor(a) principal: Bragança, Leonardo de Carvalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Tecnologias, Comunicação e Educação (Mestrado Profissional)
• Palavras-chave em Português: Recursos Educacionais Abertos; Políticas Públicas; Tecnologias Educacionais; Open Educational Resources; Public Policy; Educational Technologies; CNPQ::CIENCIAS SOCIAIS APLICADAS::COMUNICACAO::TEORIA DA COMUNICACAO; Educação
• Link de acesso: https://repositorio.ufu.br/handle/123456789/30487; http://doi.org/10.14393/ufu.di.2020.707

This dissertation is part of the research line “Media, Education and Communication”, of the Graduate Program in Technologies, Communication and Education at the Federal University of Uberlândia. Considering the current context, in which the use of Information and Communication Technologies (ICT’s) become more and more present in teaching-learning processes, this work was outset motivated by the necessity of investigation the technical, political, informational, social and economic challenges present in the development and use of Open Educational Resources (OER), which can be designed as essentially educational materials, published under terms of intellectual property that provide for their use, modification, review and sharing with little or no restrictions, reverse to the mercantilist logic inserted in the educational system. In order to develop a reflection on this issue, we defined as the general objective of the research to analyze the function of OER for more democratic access to knowledge within the scope of public education, under the perspective of this movement becoming a public policy proposal. To reach this purpose, we have established specific objectives: highlight how digital and information and communication technologies have been inserted in the Brazilian educational system; verify the possibilities of OER as a more democratic proposal for access to educational knowledge; and finally, to analyze the viability of OER becoming a public policy proposal. To support the study, we rely on authors such as Hannah Arendt (2014), Pierre Lévy (1999), Vani Moreira Kenski (2007), José Moran (2014), Álvaro Vieira Pinto (2005), Ivan Illich (1979), István Mészáros (2008) besides, Andréia Inamorato dos Santos (2013), Bianca Santana (2012), Carolina Rossini (2012), Nelson De Lucca Pretto (2012), Tel Amiel (2013), Débora Sebrian (2017), Pedro Markun (2017), Alexandra Okada (2013), among other names of undoubted relevance. The methodological option adopted for feasibility of this work can be defined as qualitative and, due to its specificity, it uses bibliographic and documentary research as a method, according to the specifications of Severino (2007). This research lets conclude that these resources, idealized with the objective of democratizing access to education, despite their free and accessible access, have been less used than expected in target locations, for example in developing countries, where inequalities in access to quality educational opportunities are greater. There are several challenges for an effective implementation of the movement, such as the small amount of quality materials in this format (free) in Portuguese, unknown knowledge about the movement, deficient and unequal technological infrastructure, besides the poor skills in using Open Educational Resources. Moreover, we perceive an indifference by the public authorities in encouraging the implementation and use of OER, above all to approval laws that allow the movement to spread, beyond that, the inertia in keeping laws considered retrogressive and restrictive by the technological social context in which we live, such as the Copyright Law.