CONTROVERSY MAPPING AS A METHODOLOGICAL PROPOSAL FOR INVESTIGATING OPEN EDUCATION POLICIES AT UAB
Keywords:
Public Policy, Open Education, OER, Cartography of Controversies, UABAbstract
The aim of this paper is to present the Controversy Mapping (CM) as a methodological proposal for investigating the process of implementing public policies in Open Education within the scope of the Open University of Brazil (UAB). This is a theoretical-methodological systematization developed for ongoing research that focuses on the implementation of Resolution No. 1 of March 11 of the CNE/CES and Ordinance No. 183 of October 21 of CAPES, both promulgated in 2016, which focus on encouraging the creation, availability, management and use of Open Educational Resources (OER) in Brazilian public higher education, especially, in the case of the CAPES ordinance, in the UAB System. The study starts from the observation that, seven years after their implementation, these policies have had a limited impact on the production and use of OER in the Public Higher Education Institutions (IPES) linked to the UAB. In order to identify and understand the reasons behind this phenomenon, the research in question proposes the use of the Controversy Mapping methodology, a set of techniques aimed at analyzing public disputes related to techno-scientific issues. The aim of this article is to demonstrate how theControversy Mapping, as a methodology of analysis, can offer relevant contributions to the process of investigating the complex dynamics surrounding the implementation of public policies, by mapping their actors, arguments and elements, revealing their potential to be used in the debate.
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