Seite - 80 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

84 T.Amiel et al. 5.5 FindingEquilibrium Themajorityof therisksweidentifiedherearerelated to thecaptureof thepotential benefitsofOERbyprivateactorsinvolvedintheproductionofeducationalresources (or thosewhomake use of them to offer educational services). Even though there is room for state activity in this sector, we do not wish to defend the idea that educational resources shouldbeproducedsolelybypublic actors.Without entering the discussions on the comparative efficiency of the public and private sectors, it is difficult to imagine that the centralization of this production within the state’s apparatuscouldproducethekaleidoscopeofnecessitiesof theBrazilianeducational system.Asitstands,thestatealreadyhassubstantialswayinlargecontentdistribution programs, such as the PNLD; even though the PNLD is an example of a program thatfavorsdiversity,wesuspect thatexacerbatingthispowerinthehandsof thestate could be detrimental in the case of totalitarian regimes, or when progressive and democraticvaluesmightbe trumped in favorof specific ideologies. Exclusivitywouldalsoneutralizeoneof thegreatpotentialsofOER:findingnew models for theproductionofeducational resources, so that theymaybe treatedasa commongood. In otherwords, amodel thatwould allowanyone that demands so, tohave access to them, and that encourages andpermits anyone to contribute to its improvement.Thecreationof this typeof legislation, infrastructure, andbenefits is within the reachof thepublic sector—mechanisms thatmight promote andprotect this “commons” and to create policies that induce those actors who today are in a privileged status to adopt strategies that will nourish this commons and make capturing itmoredifficult. Initiatives in this direction have already taken place. The call for PNLD 2019 and2020demand that aportionof thedigital resources submittedbypublishers be licensedopenly.Totakethelatterasanexample,all“extra”resourceswhichareused by teachers (quizzes, lessonplans, etc.) and75%ofall audiovisual resourcesmust have an open license (CC-BY-NC).A specific clause also allows for publishers to negotiate the complete (patrimonial) rights of submittedworks, so that these rights are transferred to theMinistryofEducation.19 Whilestillrecentandrelativelysmallinscope,thisproposalinstigatesadiscussion on open licensing and distribution within the publishing industry, and promotes the availability of quality open content to the public without an expiration date on availability. It also opens up discussions on newmodels for the acquisition of educational resourceswith publicmonies,whichmight lead to a greater variety of participants in thesecalls andnewmodels forpurchasingcontent. Within the Board for Distance Education (Diretoria de Ensino a Distância; DED/CAPES,whichisresponsibleforthemanagementofOpenUniversityofBrazil (Universidade Aberta do Brasil;UAB) therehasbeena strongandconcertedeffort in the direction of open resources. Since late 2016, all resources created by those receiving funds through theUAB (teachers, tutors, staff)must be openly licensed. 19Learn more at: http://aberta.org.br/materiais-educacionais-comprados-pelo-mec-terao-licenca- creative-commons/.