Open Educational Resources for knowledge mobilization in education in a critical and emancipatory way
Open Educational Resources (OER), through open sharing in a network, are mobilizers of knowledge in Education with democratization of practices and consideration of the plurality of educational ideas and contexts. The problem is to investigate the challenges of the mobilization of educational knowle...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | ETD - Educação Temática Digital |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8652434 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8652434 |
| Access Level: | acceso abierto |
| Palabra clave: | Open Educational Resource Mobilization Knowledge Teacher training Recursos Educacionais Abertos Mobilização Conhecimento Formação de professores Recursos Educacionales Abierto Movilización Conocimiento Formación de profesores |
| Sumario: | Open Educational Resources (OER), through open sharing in a network, are mobilizers of knowledge in Education with democratization of practices and consideration of the plurality of educational ideas and contexts. The problem is to investigate the challenges of the mobilization of educational knowledge in teacher training courses through OER co-authorship. The aim is, therefore, to talk about the mobilization of knowledge in educational practices opened through the OER. To do so, in a cyclical spiral movement of action research as critical educational science, actions and operations were supported for the theoretical, political and ideological understanding of the OER movement and the co-authoring of open creations in initial teacher training courses of the University. Inferences at each cyclical stage subsidize the analysis of OER produced as a result of action research. In view of this, it can be concluded that OERs potentiate the production of theory in practice, since the dialogical relations fostered by co-authorship produce different meaning effects that improve, reformulate and institute new knowledge in Education ready for action and intervention. |
|---|