MOOC: uma análise das produções nacionais e internacionais

Abstract

The present dissertation investigates by means of a literature review, how the Massive Open Online Courses (MOOC) are being approached in publications in national and international scope. By means of guiding question about convergences and divergences present in the productions national and international about the MOOC, comprehended in the period 2008 to 2014, this research presents a rigorous bibliographical survey in scientific publications denominated - collected from national and international periodicals and factual - made available on spaces / sites / web environments. Such an methodological movement gave to take account of the proposed objectives: I) To investigate, in national and international productions selected, the convergences and divergences present; II) Understand how MOOC found are presented in the productions; III) To identify, in the texts, elements fond the movement of the open education and IV) present, critically, the concepts produced so as to subsidize studies on the MOOC. The data produced were worked through the integration of recurrent themes, namely: Autonomy, Interactivity and opening, and also of the discussions on emerging and sounding dissonant voices of the data. The study on the MOOC is still a challenge, mainly because of its recent creation. The research signaled the integration between the MOOC with REA (Open Educational Resources) and the conception of Open Education, discussing the opening, access and the way how we appropriate the concepts dispersed on the internet. The principal findings of this dissertation were the convergences between the factual productions and the Scientific texts - delimiting the place and differential of each production - more considered relevant spaces in the inform and discuss about the meaning of MOOC and future developments. Another prominent gave before the recurrence in scientific texts on MOOC, worry with the course participants and apprenticeship are present in the scientific texts. In addition of this, from the readings and studies in this dissertation, signaled about the intense relationship between MOOC and REA, although not explicit in the analyzed productions. Finally, the research points to the creation of a path - which differs from the MOOC - to effectively autonomous learning, from the understanding of the Open Education and the REA, the Routes Online Multiple Open and Rhizomatic (POMAR), created by GRUPAR in 2014.