Page - 65 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

Chapter5 WhoBenefits fromthePublicGood? HowOERIsContributing to thePrivate Appropriationof theEducational Commons TelAmiel,Ewout terHaar,MiguelSaidVieira,andTiagoChagasSoares Abstract The idea of Open Educational Resources (OER) has a history and is embedded in social contexts that influence its practice.Toget a handle on tensions betweendifferent conceptualizations of “open”wediscuss someof thebattles sur- roundingtheusageoftheterm.WenotetheoriginoftheconceptofOERandhowthe emergenceoftheOERmovementfitsintothediscourseofeducationalimprovements through technologies and techniques.We argue that there is a relation between an uncritical stance toward technologyand theappropriationofeducationactivitiesby privateoligopolies, aphenomenon that couldbemitigatedbya larger awarenessof recenthistoryandcurrentsociotechnicalanalysis.Wepointouthowthesedilemmas playoutintheBraziliancontextoftheimplementationofOERinpublicpoliciesand concludebymentioningsomeprogramsandprojects thatpoint to thewayforward. KeywordsOpeneducational resources ·Openeducation ·Private sector T.Amiel (B) UniversityofBrasília (UnB),CampusUniversitárioDarcyRibeiro,FaculdadedeEducação,Cep: 70.910-900Brasilia,Brazil e-mail: amiel@unb.br E. terHaar UniversidadedeSãoPaulo, InstitutodeFísica–USP,RuadoMatão1371,CEP05508-090 CidadeUniversitária,SãoPaulo,Brazil e-mail: ewout@usp.br M.S.Vieira UniversidadeFederaldoABC,Av.dosEstados5001,09210-580SantoAndré,SãoPaulo,Brazil e-mail:miguel.vieira@ufabc.edu.br T.C.Soares UniversidadedeSãoPaulo,RuaAntônio JoãoTonella179,BosquedeBarãoGeraldo,CEP 13082-756Campinas–SP,Brazil e-mail: tiago@oplanob.com ©TheAuthor(s)2020 D.Burgos (ed.),Radical Solutions and Open Science,LectureNotes inEducationalTechnology,https://doi.org/10.1007/978-981-15-4276-3_5 69