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Open educational resources: formulation ways and effects

Grant number: 12/08946-8
Support Opportunities:Scholarships in Brazil - Scientific Initiation
Effective date (Start): August 01, 2012
Effective date (End): June 08, 2014
Field of knowledge:Linguistics, Literature and Arts - Linguistics - Linguistic Theory and Analysis
Principal Investigator:Ana Silvia Couto de Abreu
Grantee:Iasmyn da Costa Brecciani
Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
Associated scholarship(s):13/20849-0 - Open educational resources: which are their discursive place?, BE.EP.IC

Abstract

In a discursive perspective, enrolled in the theoretical affiliation in Discourse Analysis which has as references Pêcheux (1988, 1994, 2002) and Orlandi (1997, 2000, 2004, 2005), we will analyze the discourses that circulate in Brazilian repositories with Open Educational Resources. We have as corpus 14 Brazilian researches/repositories with open educational resources, and 06 Brazilian researches/repositories that do not have a unified open licensing. The main questions that mobilize us are: Which principles sustain the creation of open educational resources? Do the educational resources available in the repositories, that constitute our corpus, have a disciplinary or interdisciplinary perspective and which are the implications for the process of knowledge construction? What are the areas of knowledge which have more resources and what are the effects of this quantity? What are the effects of the layout of the repositories? Who are the authors of the resources and which social view do they have? What is the meaning of open educational resources for a public teacher training policy? We will treat the texts as discourse documents that are part of a more extensive discursive processes. Therefore, we need to go over the analises of sayings, over the formulation presents in the repositories; upon a set of paraphrase and polysemy, generating an understanding the meanings of developing and using an educational resource. The theoretical and methodological work will be central categories: file, event and metaphor (in the directions brought by Pêcheux, 1988, 1990 and 1994). (AU)

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