Open educational resources: which are their discursive place?

• Grant number: 13/20849-0
• Support Opportunities: Scholarships abroad - Research Internship - Scientific Initiation
• Start date: December 10, 2013
• End date: March 09, 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
• Supervisor: Maria Aldina de Bessa Ferreira Rodrigues Marques
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
• Institution abroad: Universidade do Minho (UMinho), Portugal
• Associated to the scholarship: 12/08946-8 - Open educational resources: formulation ways and effects, BP.IC

Abstract

In a discursive perspective, enrolled in the theoretical affiliation in Discourse Analysis, 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; we will have, as well, access to Portuguese repositories and to the open access policy in Portugal. The main questions that mobilize us: 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 process. Therefore, we need to go beyond the analyses of sayings, the formulation presents in the repositories; we need to rest upon a set of paraphrase and polysemy, generating an understanding of what it means to develop and use an educational resource. (AU)