Conhecimento aberto e os novos direitos de autor numa nova práxis educativa
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2017-11-10
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Tratou-se a presente Tese de Doutoramento da confluência conceitual de uma idealizada prática
educativa a um novo construto filosófico aplicável a concepções jus-autoralistas pós advento da
Sociedade da Informação, com suporte teórico norteado pela chamada ciência aberta e metodologia
fulcrada nos postulados de movimentos herdeiros de valores liberais como o hackerismo, já
empregada em práticas investigativas de diversos professores, grupos e universidades, mormente
europeias. Assim, seu problema gerador residiu na importância de se lançar um novo olhar acerca
de uma atividade empiricamente já observada, a saber: a revisitação de postulados do direito de
autor clássico, em face das modificações advindas dos novos media, teorizando, através de uma
nova interpretação jurídica e de próprias regras de licenciamentos flexíveis circundantes àquele
ramo, adiante convergidos ao copyleft, uma diferente propositura didática, cuja diretiva se coaduna
à permissividade de uso de criações intelectuais, ao compartilhamento, à remistura e todas as
demais experiências oriundas de liberdades típicas da cibercultura. Nesse sentido, o principal
elemento para justificar a investigação aqui desenvolvida encontrou guarida no vanguardismo das
discussões então lançadas, cujas teorias e argumentações, a partir de uma neo-(ciber)filosofia
radicada nas irreversíveis práticas atuais dos vários movimentos open, foram corroboradas via
processo netnográfico — apontado para a teoria fundamentada nos dados —, enquanto método de
captura, e via análise de conteúdo e hermenêutica, enquanto metodologia de análise, suportada pela
amplíssima bibliografia, com uma apurada webgrafia nas áreas de Cibercultura, Cultura do Remix,
Novas TIC/Novos Media, Ciência Aberta, Pesquisa Aberta, Inovação Aberta, Direito e História da
Propriedade, Direito de Autor, Cultura e Ética Hacker, Filosofia/Ética Utilitarista, Existencialismo,
Copyleft, Produção e Educação Colaborativas, Educação Aberta etc.. Deste modo, trata-se de um
trabalho com dois principais documentos textuais bastante nítidos: um construto baseado em
literatura de referência — sobretudo a mais vanguardista — acerca da nova base interpretativa ao
direito de autor, coadunando-o ao entorno dos media e tudo o mais que os remete para o contexto
educativo em rede; e uma nova digressão teórica, em si «Tese»— θέσις, thesis, posição, partido —,
cuja filosofia se propõe a descrever, de modo inédito, uma prática educativa com um processo de
ensino-aprendizagem fulcrado essencialmente com o que se convencionou nomear de prática
educativa hackerista.
This present Doctoral Thesis deals with the conceptual confluence of an idealized educational practice to a new philosophical construct applicable to jus-authoralist conceptions post advent of the Information Society, with theoretical support guided by the open science and methodology based in the postulates of heirs movements of liberal values such as hacking, already employed in investigative practices of many teachers, groups and universities, especially European. Thus, the problem generator resided on the importance of launching a new look about an empirically already observed activity, namely: a revisitation of postulates of classical copyright, regarding the changes arising from new media, theorizing, through a new legal interpretation and its own rules of flexible licensing surrounding the field, hereinafter converged to copyleft, a different didactic bringing, whose policy is consistent to the permissiveness of use of intellectual creations to share, to remix and all other experiences derived from typical freedoms of cyberculture. In this term, the main component to justify the developed research here found shelter in released vanguard of the discussions, whose theories and arguments, from a neo-(cyber)philosophy rooted in irreversible current practices of the various open movements, were corroborated via netnographic process — appointing to the grounded theory —, while capture method, and through content analysis and hermeneutics, as analysis methodology, supported by very extensive bibliography, with an accurate webgraphy in the areas of Cyberculture and Remix Culture, New ICT/New Media, Open Science, Open Research, Open Innovation, Law and History of Property, Copyright, Culture and Ethical Hacker, Utilitarian Philosophy/Ethics, Existentialism, Copyleft, Production and Collaborative Education, Open Education etc.. Thereby, this study has two main very sharp text documents: a construct based on reference literature — especially the most avant-garde — about the new interpretative basis to copyright, conciliated to the media surrounding and everything else which sends them to the educational context network; and a new theoretical digression, in itself «Thesis» — θέσις, position, party —, whose philosophy aims to describe in a unheard-of way, an educational practice with a teaching-learning process focused on essentially is conventionally named of educational hackerist practice.
This present Doctoral Thesis deals with the conceptual confluence of an idealized educational practice to a new philosophical construct applicable to jus-authoralist conceptions post advent of the Information Society, with theoretical support guided by the open science and methodology based in the postulates of heirs movements of liberal values such as hacking, already employed in investigative practices of many teachers, groups and universities, especially European. Thus, the problem generator resided on the importance of launching a new look about an empirically already observed activity, namely: a revisitation of postulates of classical copyright, regarding the changes arising from new media, theorizing, through a new legal interpretation and its own rules of flexible licensing surrounding the field, hereinafter converged to copyleft, a different didactic bringing, whose policy is consistent to the permissiveness of use of intellectual creations to share, to remix and all other experiences derived from typical freedoms of cyberculture. In this term, the main component to justify the developed research here found shelter in released vanguard of the discussions, whose theories and arguments, from a neo-(cyber)philosophy rooted in irreversible current practices of the various open movements, were corroborated via netnographic process — appointing to the grounded theory —, while capture method, and through content analysis and hermeneutics, as analysis methodology, supported by very extensive bibliography, with an accurate webgraphy in the areas of Cyberculture and Remix Culture, New ICT/New Media, Open Science, Open Research, Open Innovation, Law and History of Property, Copyright, Culture and Ethical Hacker, Utilitarian Philosophy/Ethics, Existentialism, Copyleft, Production and Collaborative Education, Open Education etc.. Thereby, this study has two main very sharp text documents: a construct based on reference literature — especially the most avant-garde — about the new interpretative basis to copyright, conciliated to the media surrounding and everything else which sends them to the educational context network; and a new theoretical digression, in itself «Thesis» — θέσις, position, party —, whose philosophy aims to describe in a unheard-of way, an educational practice with a teaching-learning process focused on essentially is conventionally named of educational hackerist practice.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Educação , Tecnologias da informação e comunicação , Direitos de autor , Ética , Hackerismo