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Braving OER battles in Brazil

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From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/braving-oer-battles-in-brazil/

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Braving OER battles in Brazil

  1. 1. Articles from TOETOE Technology for Open English Toying with Open E- resources (ˈtɔɪtɔɪ)Braving OER battles in Brazil2013-03-27 08:03:28 adminAssociation for Distance Education in BrazilThis is the eighth and final post in a blog series based on the the TOETOEInternational project with the University of Oxford, the UK Higher EducationAcademy (HEA) and the Joint Information Systems Committee (JISC).São Paulo is what is known as an alpha world city, an important node within theglobal economy. From all accounts it is also the hub of Open EducationalResources (OER) in Brazil. In February 2013, I gave a workshop presentationorganized by the Brazilian Association of Distance Education (ABED), which wassimultaneously translated from English into Portuguese. Brazilian Association of Distance Education (ABED)ABED is a not-for-profit learned society that promotes the dissemination of flexible,open and distance education; founded in 1995 it currently has around 3,000members, both individual and institutional. On their website, there is a designated
  2. 2. ‘referatory’ where you will find a listing of some 30 repositories of OER in thePortuguese language, serving a wide range of educational levels, from K-12 tocontinuing education. “Yet, for a country as large as Brazil (population almost 200million) and the language group Brazil belongs to (250 million), we are terribly farbehind in the area of OER”. – Fredric Litto, Chairman of ABED.“ABED fulfils its mission by contributing as a national forum for discussion andpresentation of studies and research related to Brazil. Obtaining, organising anddisseminating quantitative information and presenting qualitative data analyses, inreference to the direction of education and distance learning, comprises thetechnical interests of ABED in providing a compass that indicates where we are inthe practice of this teaching modality, allowing a glimpse of some of its trends for thefuture. Furthermore, by making available the quantitative data gathered, otherresearchers and people interested in distance learning have the opportunity toprovide their own analyses and inferences.” (ABED, 2012).Building and Translating OER in English for the Brazilian Context fromAlannah FitzgeraldIn a meeting with Renato Bulcao and Bruna Medeiros at the ABED headquarters, wewent over the founding principles of their work for promoting and advancing openand distance education in Brazil, along with a discussion on the potentialdevelopment of OER in English and Portuguese with the TOETOE and FLAXprojects:Alannah: And, so ABED is a government-funded initiative?
  3. 3. Renato: No, it’s a private academic association. One of the few in Brazil becausewe don’t have this kind of association all over the place.Bruna: Right. It’s like you know, we have profit but we’re not a commercial body, soyou know, there’s no money around. We get some money from our affiliatedassociate members but it doesn’t come to us. We try to help. Distance education inBrazil is like, how can I say it? [Talks in Portuguese to Renato] Yeah, like oldfashioned. So, we’re trying to progress everything.Alannah: So, you’re an umbrella organization trying to communicate everythingrelated to open and distance education? Because when I looked for you, I found youwith…Bruna: The OCW, right?Alannah: Right, the OCW. On their website, it said you were the hub of OER inBrazil and I was so glad when you wrote back.Renato: It’s true, we are the hub in Brazil, at least for the next five years.Alannah: You must be very busy.Bruna: Yeah, we usually have conferences three times a year. But this year we’regoing to have two with one on the virtual learner in June. It’s really nice becausewe’ve had policy related ones before.Renato: Tell us please about today.Bruna: OK, about the workshop, I set up everything. We invited all the teachers,professionals, students who would be interested in learning about OER. I didn’t directthis ony at English teachers, so it’s just like, you know, broardly appealing foreveryone. I even opened it up for Italian institutions..Alannah: Oh, good. The software is flexible but it’s just that we’ve built collections inEnglish. There’s no reason why we can’t build resource collections in otherlanguages as well. If anyone wants to build open language collections in Portuguesethat would be wonderful. It’s just that English collections are the ones that we haveprepared with the Oxford OER but the software is multilingual so it would be great ifwe could get some Brazilian OER specialists building Portuguese collections andnot just collections in English.Bruna: Oh, that’s nice. We’ll have simultaneous translation today from English toPortuguese and Portuguese to English, so you know it’ll be fine. Social Services for Industry (SESI – Serviço Social da Indústria)
  4. 4. Mara Ewbank, a representative from the Brazilian Social Services for Industry (SESI– Serviço Social da Indústria in Portuguese) was in attendance at my workshop andwe have stayed in contact with plans for building English and possibly Portuguesecollections based on their middle and high school curricula with the FLAX OSS fordeveloping OER collections that would serve around 18,000 students in10 differentmunicipalities across the São Paulo region. SESI is a private not-for-profit institutionthat operates throughout Brazil’s 26 states including the Federal District (DistritoFederal); initially set up in July 1946 by president Eurico Gaspar Dutra with the aimof “promoting social welfare, cultural development and improving the lives ofworkers and their families and the communities they live in.” This was in responseto the introduction of new labour laws that had been established by Getúlio Vargas,who preceded Dutra and created the Consolidation of Labor Laws (CLT –Consolidação das Leis do Trabalho in Portuguese). (Wikipedia, 2013). Recursos Educacionais Abertos (REA)The Recursos Educacionais Abertos (REA, which translates to Open EducationalResources), one of the most active OER bodies in Brazil, was also in attendance atmy presentation and they have blogged about the event on their website. To give anindication of just how important Brazil’s richest state is to OER, during my stay inBrazil it was announced that governor Geraldo Alckmin of São Paulo had vetoed inits entirety the proposed public policy OER bill (PL 989/2011) that had been passedby all committees of the São Paulo Legislative Chamber back in December 2012.The reason given for vetoing the bill was a perceived conflict of interest between theExecutive and Legislative branches of government. This has been viewed as anextreme blow to OER efforts in São Paulo for the realisation of OER fordemocratising education in Brazil. A decree to overturn the decision is being soughtby the Brazilian OER community, headed by the REA:“We are conscious that we have lost a battle, but we are sure we have not lost thewar. We will succeed in developing a more innovative and inclusionary educationsystem, inspired by the developments of the information society. We havemobilized folks around Brazil, meetings are happening, and for now the press is onour side. In practical terms, our next steps are to partner and pressure with theGovernor to enact the Bill in the form of a Decree.” (Rossini, Gonsales andSebriam, 2013). ResourcesAssociation for Distance Learning in Brazil (ABED). (2012). Analytic Report ofDistance Learning in Brazil. Sao Paulo: Pearson.Rossini, C., Gonsales, P. and Sebriam, D., 2013. São Paulo State Governor VetoesOpen Educational Resources Bill. Infojustice.org: American University WashingtonCollege of Law. Translated by Carolina Rossini. Retrieved fromhttp://infojustice.org/archives/28646
  5. 5. Wikipedia. (2013). Social Services for Industry. Retrieved fromhttp://en.wikipedia.org/wiki/SENAI#Social_Services_for_IndustryThe Braving OER battles in Brazil by Alannah Fitzgerald, unless otherwiseexpressly stated, is licensed under a Creative Commons Attribution 3.0 UnportedLicense. Terms and conditions beyond the scope of this license may be available atwww.alannahfitzgerald.org.

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