Abstract:
The research addresses the way in which Open Educational Resources are developed in distance higher education. Given the context of cyberculture and cyberspace, access to information becomes even more important for personal development and the progress of society. In this scenario, driven by information and communication technologies and movements in favor of opening up knowledge, Open Educational Resources emerge as important mechanisms capable of socializing access to information and knowledge to all people, especially those in a state of vulnerability. The objective of this dissertation is to describe the dynamics of production, storage and availability of OER in the distance learning modality at federal universities in the Northeast Region. Furthermore, it seeks to emphasize the promotion of the use of OER in higher education institutions (HEIs) and contribute to improving the quality of these resources. The epistemic methodological strategy used is based on the social paradigm present in Information Science and regarding the research typology, it is classified as descriptive research in a combined qualitative and quantitative approach. The universe is made up of federal universities in the Northeast Region that offer distance learning courses, totaling 15 institutions. To select the sample, the parameters were used to include institutions that obtained the highest rating in the re-accreditation of courses in the distance
learning modality, according to the re-accreditation assessment carried out by Inep/MEC, totaling six institutions. The research units are represented by distance learning undergraduate courses from the institutions that make up the sample, totaling 43 courses. The results point to the existence of successful OER initiatives, where the production of resources is integrated into everyday academic life, with the help of collaborative platforms and institutional policies aimed at promoting educational innovation.
