ISSN 2179-8729

Year 3 – Number 2 / December 2013

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Social and juridical aspects of DE Brazilian copyright law and its impacto on virtual leearning environment

http://www.fgv.br/fgvonline/revista

SUMÁRIO 04 – Globalized learning and innovation: a european response by Alan Bruce 18 – Copyrights at the centre of modern society Por Sérgio Branco 27 - Interview: Dr. Claudia Capello The impacts of the Copyrights Law upon instructional materials design in Brazil by Mário de Andrade 29 – Digital Culture and Educommunication as a New Educaitonal Paradigm by Claudemir Edson Viana e Luci Ferraz de Mello 45- Distance Education: a discussion about its expansion and Worth in the 2000s by Lygia Costa 57 – “Review of Appreciative andragogy: taking the distance out of distance learning” (Bruce A. Johnson) by Cristina Massari

EDITORIAL

The debate on copyright and virtual learning environments (VLEs) is far-reaching and one of its aspects concerns the production of instructional materials and the access to academic texts within a domain where information-sharing has been revolutionised by digital media. This edition explores social and legal issues associated with Distance Education (DE).

From Ireland, Dr. Alan Bruce, director and CEO of Universal Learning Systems and senior researcher with Edinburgh University, Scotland, discusses the impact of globalisation upon DE and the use of modern media in VLEs. The article Globalized learning and innovation: a european response considers the politics, strategies and legal frameworks that are inherent to the European Union’s priorities and the perspectives of the member States.

Focusing the discussion on the Brazilian context, the article Copyrights at the centre of Modern Society, by Sérgio Branco, Director of the Institute for Technology and Society, claims for public policies that clearly communicate the importance of copyrights to protect original works of authorship and to warrant democratic knowledge sharing.

In her interview to Mário de Andrade, pedagogical coordinator of Ctae – Centre for Technology Applied to Teaching – with Getulio Vargas Foundation, Professor Claudia Capello, pedagogical coordinator of FGV Online, argues for the review of the copyrights law in the light of the relevance of students getting acquainted with instructional materials writers.

Next, Luci Ferraz de Mello, of the Communication and Education Bureau of São Paulo University School of Communication and Arts and Dr. Claudemir Edson Viana present their case study – Acessa Legal Project [equivalent to ‘Cool Access’] in the article entitled Digital culture and Educommunication as a new education paradigm. This project addresses digital culture relying on the assumptions of a new paradigm that emerges from the use of digital media in primary and secondary education.

The following article, written by Dr. Lygia Costa, with Ebape-FGV, is entitled Distance education: a discussion about its expansion and worth in the 2000s. This article takes a statistical approach to discuss the increased offer of distance education undergraduate programmes and the correlation between the number of course vacancies, applications, enrolments and students who successfully completed the programmes.

Last but not least, the book Appreciative andragogy: taking the distance out of distance learning, by Dr. Bruce A. Johnson, is reviewed by journalist Cristina Massari. The author, a university professor with a PhD in Andragogy, explores the factors that affect the learning dynamics in the virtual learning environment, namely the teacher’s role in this process.

We hope these very up-to-date and stirring themes catch your eye and also encourage you to forward your suggestions and to become a contributor to this Newsletter FGV Online Newsletter is a theme-oriented publication issued twice a year. Our next edition will be about Distance Education Teacher Qualification (check how to submit your article).

Enjoy your reading!

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1Managing Director of Instituto de Tecnologia e Sociedade [equivalent   to   ‘Technology   and   Society  Institute’]. Contact: sergiovbj@gmail.com.

2Landes, W. M.; Posner, R. A.The Economic Structure of Intellectual Property Law.(2003) pp. 66-67. Harvard: Harvard University Press.

3In Rose, M. (1993) Authors and Owners – The Invention of Copyright. p. 60.Harvard: Harvard University Press.And in Landes, W. M.; Posner, R. A. cit..

4 Leite, E. L. (2005) A História do Direito de Autor no Ocidente e os Tipos Móveis de Gutenberg. Revista de Direito Autoral, Year I, no. II, February 2005. p. 119.São Paulo. 5Lemos, R (2995)Direito, Tecnologia e Cultura. pp81-82.Rio de Janeiro: Ed. FGV. 6Retrieved from: http://veja.abril.com.br/300806/p_130.htmlon 27 April 2013.

7 Retrieved from http://hermanovianna.wordpress.com/ on 27 April 2013. 8Change is inevitable. With the advent of videocassettes in Brazil, video rentals offered pirated videos and no one cared about that. Videocassette culture slowly adjusted and in a few years, pirated videos were only sold by illegal street vendors in big urban centres. Likewise, at the onset of internet, all (or almost

all) the content was free because it was meant to be free. Today, several websites charge for access to their content.

1 Free translation. .Bicecci, V. G. & Cobos, C. P. (2012). ‘Ser joven: una promesa en un entorno de precariedad’. In: Canclini, N. G., Cruces, F. & Pozo, M. U. C. Jóvenes, culturas urbanas y redes digitales. Madrid: Fundación Telefónica; Barcelona: Editorial Ariel.

2 Free   translation   of   the   following   excerpt,   originally   in   Spanish:   “Historicamente, los movimientos sociales siempre han dependido de la existencia de mecanismos de comunicación específicos; rumores, sermones, panfletos y manifiestos, divulgados de persona a persona, desde el púlpito, la prensa, o por cualquier medio de comunicación disponibile. Em nuestra época, la comunicación multimodal com redes digitales de comunicación horizontal es el medio de comunicación más rápido, autônomo, interactivo, reprogrammeble y autopropagable de la historia (Castells, 2012:32). 3 Free translation of the following excerpt, originally in Spanish: Las características de lós procesos de comunicación entre indivíduos comprometidos em el movimiento social determinan las características organizativas del proprio movimiento: cuantos más interactiva y autoconfigurable sea la comunicación, menos jerárquica es la organizacion y más participativo el movimiento. Por eso, los movimientos sociales em red de era digital representam nueva espécie de movimiento social (Castells, 2012:32).

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4 For more information, go to http://atc21s.org/index.php/about/what-are-21st-century-skills/. Retrieved on 30 Oct 2011.

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5 “Educom” Law: Law no. 13.941 of 28 Dec 2004 (Bill no. 556/02 submitted by City Councillor Carlos Neder), regulated by Decree no. 46.211 of 15 Aug 2005. Educom Law regulates EDUCOM Program: Educomunication pelas ondas do rádio [‘Educommunication  through  radio  waves’], implemented in the City of São Paulo.

1 National Education Guidelines and Framework Law - Law no. 9.394/96. 2 The National Institute for Educational Studies and Research – INEP/Brazilian Department of Education – MEC

3 Student data have only been made available by INEP/MEC since 2009.

2000 2005 2011Central-Western Region 2 16 99North-Eastern Region 2 80 176Northern Region 0 14 48South-Eastern Region 3 37 562Southern Region 3 42 159

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2000 2005 2011Presencial 10585 20410 29506

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2000 2005 2011EAD 10 189 1044

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4 Brazilian Open University. Decree no. 5.800 of 8 June 2006 – http://www.uab.capes.gov.br/.

2000 2005 2011Bachelor's Degree 10 1891 99Teaching Degree 0 0 559Polythechnic Degree 0 0 286

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2000 2005 2011Public institutions 10 73 465Private for-profit

institutions 0 116 579

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2000 2005 2011EAD 6430 423411 1224760Presencial 1397692 2088472 3228671

0500000

100000015000002000000250000030000003500000400000045000005000000

2000 2005 2011F2F 4033880 4581705 9166587

0

2000000

4000000

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8000000

10000000

2000 2005 2011DE 8002 120692 797176

0100000200000300000400000500000600000700000800000900000

2000 2005 2011F2F 3178004 8845472 5746762

0

2000000

4000000

6000000

8000000

10000000

2000 2005 2011DE 1682 248282 992927

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2000 2005 2011F2F FemaleEnrolment 1761915 4949483 3174106

F2F MaleEnrolment 14160893 895989 2572656

0%10%20%30%40%50%60%70%80%90%

100%

2000 2005 2011DE FemaleEnrolment 1366 184240 662982

DE MaleEnrolment 3166 4042 329945

0%10%20%30%40%50%60%70%80%90%

100%

2000 2005 2011Presencial 324734 717858 865161

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2000 2005 2011EAD 460 12626 151552

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2000 2005 2011Female F2F Stsl 198416 446724 515809Male F2F Sts 126318 271134 349352

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2000 2005 2011Female DE Sts 233 11264 105554Male DE Sts 227 1362 45998

0%10%20%30%40%50%60%70%80%90%

100%

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