| Journal: | Educacao & sociedade |
| Database: | CLASE |
| System number: | 000511731 |
| ISSN: | 0101-7330 |
| Authors: | Ferreira, Giselle Martins dos Santos1 Sá, Jaciara Carvalho de1 |
| Institutions: | 1Universidade Estacio de Sa, Programa de Pos-Graduacao em Educacao, Rio de Janeiro. Brasil |
| Year: | 2018 |
| Season: | Jul-Sep |
| Volumen: | 39 |
| Number: | 144 |
| Country: | Brasil |
| Language: | Portugués |
| Document type: | Artículo |
| Approach: | Analítico, descriptivo |
| English abstract | The Open Educational Resources (OER) movement is now more than 15 years old. In Brazil the movement’s success can be illustrated with the inclusion of OER in the 2014-2024 National Education Plan. However, the document places these resources as a category of educational technologies, regarded as tools or neutral artefacts. This article examines this positioning based on a discussion about OER from a perspective that highlights historical, political, and ideological issues. The text reiterates the idea that the thorny relationship between education and technology requires analyses that highlight contextual aspects and considers relations with present time and history |
| Other abstract | Le mouvement des Ressources Éducatives Libres (REL) a atteint plus de 15 ans. Au Brésil, en particulier, le succès du mouvement peut être illustré par l’inclusion des REL dans le Plan National de Éducation (PNE) 2014-2024. Cependant, cette article présente ces ressources comme une catégorie de technologies éducatives, positionnées dans le texte comme outils ou artefacts neutres. On examine ce positionnement à partir d’une discussion sur les REL dans une perspective qui souligne questions historiques, politiques et idéologiques. Il réitère l’idée de la relation épineuse entre l’éducation et la technologie en nécessitant une analyse qui met en évidence les aspects contextuels et considère les relations avec le temps et l’histoire actuels |
| Portuguese abstract | O movimento dos Recursos Educacionais Abertos (REA) já completou mais de 15 anos. No Brasil, em particular, o sucesso do movimento pode ser ilustrado com a inclusão de REA no Plano Nacional de Educação (PNE) 2014-2024. Porém, o documento apresenta esses recursos como uma categoria de tecnologias educacionais, posicionadas no texto como ferramentas ou artefatos neutros. Este artigo examina tal posicionamento a partir de uma discussão de REA em uma perspectiva que destaca questões históricas, políticas e ideológicas. Reitera-se a ideia de que a espinhosa relação entre a educação e a tecnologia requer análises que destaquem aspectos contextuais e considerem relações com o tempo presente e a história |
| Disciplines: | Educación, Ciencia y tecnología |
| Keyword: | Sociología de la educación, Didáctica, Pedagogía, Sistemas educativos, Tecnología, Recursos educativos abiertos, Educación abierta, Tecnología educativa, Revisión |
| Keyword: | Sociology of education, Didactics, Pedagogy, Educational systems, Technology, Open Educational Resources (OER), Open Education, Educational Technology, Review |
| Full text: | Texto completo (Ver HTML) Texto completo (Ver PDF) |
