Sergio Amadeu da Silveira - Cidadania e Redes Digitais

eng
c i t i z e n s h i p a n d d i g i t a l n e t w o r k s
ties of the information society.
Both the OER and the OA determine that we reconsider the formal education
as the sole form of access to education and consequent instrumentation of the
individual in its citizen formation. In this sense, the OECD (2007) appointed in a
report three reasons for the governments to support projects such as this one:
• “They expand the access to the opportunity of learning to all, especially to
non-traditional groups of students, increasing, therefore, the participation in
higher education.
• They can be an efficient mode of promotion of a permanent learning to the
individual and the government.
• They can supply the gap existing between non-formal, informal and formal
learning.”
Both OER, and OA — forms of production, publication and distribution of
knowledge that appreciate the collective — encourage participative methodologies,
contributing for the formation of capacities of investigation, solution of problems,
participation and criticality — essential capacities for participation in the politicdemocratic
process. Thus, we defend such visions as formers of public policies appropriated
to the democracy in the knowledge society.
Bibliographic references
BENKLER, Yochai (2006). The Wealth of Networks. How Social Production
Transforms Markets and Freedom. Yale University Press. New Haven, USA
and London, UK. Available at: http://cyber.law.harvard.edu/wealth_of_
networks/Download_PDFs_of_the_book
CONOLE, Gráinne (2010). Facilitating new forms of discourse for learning and
teaching; harnessing the power of web 2.0 practices. The Open University,
UK. Available at: http://www.informaworld.com/smpp/content~content=a922
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