Repositories as public policy instruments for Open Educational Resources: the eduCAPES case
DOI:
https://doi.org/10.17398/1695-288X.24.2.105Keywords:
Open Educational Resources, Digital Repository, Higher Education, Public Policies, Distance EducationAbstract
Educational resource repositories have played a strategic role in digital education policies, especially after the COVID-19 pandemic and the expansion of hybrid and distance education. This article presents a multidimensional analysis of the eduCAPES portal, the main tool for promoting Open Educational Resources (OER) at the Open University of Brazil (UAB). Based on interviews, a questionnaire and documentary analysis, we constructed the trajectory of the portal and the challenges faced in its consolidation. The data point to the absence of a clear identity for eduCAPES, both conceptually as an «OER repository» and as part of a systematized public policy. The study also reveals conceptual, operational and institutional gaps, as well as conflicts among actors and disjointed actions. The analysis shows that, although important initiatives exist, they have not been articulated in a strategic and lasting way The study also reveals gaps related to the technical aspect. In analyzing the conceptual, technical and political elements, it highlights the importance of integrating repositories into a broader political project. It concludes that, to be successful, public OER repositories must, in addition to offering technical functionalities and optimizations, be anchored in actions that recognize “open” as a conceptual principle and promote the active engagement of the various stakeholders involved in the construction of a structuring policy.
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