Open educational resources policy in question: authorship, teaching training and digital culture

Abstract

Issues of language and teacher training, situated in the field of reflections on authorship in internet times, as well as positions of social actors in shaping public policies in a society marked by digital, these are the subjects of study and research of the group Discourses in the Web. In this project, in a discursive perspective, enrolled in the membership of French Discourse Analysis and Cultural History, we seek to understand the discursive functioning of Open Educational Resources (OER), focusing on the potential effects of destabilization of the senses of educational materials, training and teacher performance, access to cultural goods, processes of authorship, as well as its effects as a configuration of a cultural and educational public policy based on the principles of collaboration and openness. We will take as corpus: a) twenty Brazilian projects / repositories with open educational resources, b) a set of laws (bills and decree), in progress at the federal, state and municipal, as well as the Paris Declaration REA 2012, c) the editions of Luso-Brazilian Conference on Open Access; d) the http://rea.net.br site; e)the http://otp.unesco-ci.org/ site. We will treat the texts as discourses documents that are part of broader processes in which work orders for ideological nature. Thus, in considering the formulation of the corpus, it must generate an understanding of what it means in terms of cultural and educational policy, production and circulation of open educational resources, both printed and virtual. The theoretical and methodological work will have as central categories: authorship, materiality, archiving, event and metaphor, in the senses brought by Pêcheux and Chartier. The results will be available in several formats at the Laboratory of Interdisciplinary Studies in Authorship. (AU)