FGV Online Magazine - December 2013 Social and juridical aspects of Distance Education - Brazilian copyright law and its impacto on virtual leearning environment. FGV Online website: http://www.fgv.br/fgvonline

1. ISSN 2179-8729
Year 3 – Number 2 / December 2013
z
Social and juridical aspects of DE
Brazilian copyright law and its impacto on virtual leearning environment
http://www.fgv.br/fgvonline/revista

2. 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

3. 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!

18. 1
Managing Director of Instituto de Tecnologia e Sociedade [equivalent to ‘Technology and Society
Institute’]. Contact: sergiovbj@gmail.com.

21. 2
Landes, W. M.; Posner, R. A.The Economic Structure of Intellectual Property Law.(2003) pp. 66-67.
Harvard: Harvard University Press.
3
In 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..

23. 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.
5
Lemos, R (2995)Direito, Tecnologia e Cultura. pp81-82.Rio de Janeiro: Ed. FGV.
6
Retrieved from: http://veja.abril.com.br/300806/p_130.htmlon 27 April 2013.

24. 7
Retrieved from http://hermanovianna.wordpress.com/ on 27 April 2013.
8
Change 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

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

29. 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.

30. 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).

32. 4
For more information, go to http://atc21s.org/index.php/about/what-are-21st-century-skills/. Retrieved on 30 Oct
2011.

43. 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.

45. 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

46. 3
Student data have only been made available by INEP/MEC since 2009.

48. 2000 2005 2011
Central-Western Region 2 16 99
North-Eastern Region 2 80 176
Northern Region 0 14 48
South-Eastern Region 3 37 562
Southern Region 3 42 159
0
100
200
300
400
500
600
2000 2005 2011
Presencial 10585 20410 29506
0
5000
10000
15000
20000
25000
30000
35000
2000 2005 2011
EAD 10 189 1044
0
200
400
600
800
1000
1200

49. 4
Brazilian Open University. Decree no. 5.800 of 8 June 2006 – http://www.uab.capes.gov.br/.
2000 2005 2011
Bachelor's Degree 10 1891 99
Teaching Degree 0 0 559
Polythechnic Degree 0 0 286
0
200
400
600
800
1000
1200
1400
1600
1800
2000

50. 2000 2005 2011
Public institutions 10 73 465
Private for-profit
institutions
0 116 579
0
100
200
300
400
500
600
700

51. 2000 2005 2011
EAD 6430 423411 1224760
Presencial 1397692 2088472 3228671
0
500000
1000000
1500000
2000000
2500000
3000000
3500000
4000000
4500000
5000000
2000 2005 2011
F2F 4033880 4581705 9166587
0
2000000
4000000
6000000
8000000
10000000
2000 2005 2011
DE 8002 120692 797176
0
100000
200000
300000
400000
500000
600000
700000
800000
900000

52. 2000 2005 2011
F2F 3178004 8845472 5746762
0
2000000
4000000
6000000
8000000
10000000
2000 2005 2011
DE 1682 248282 992927
0
200000
400000
600000
800000
1000000
1200000

53. 2000 2005 2011
F2F Female
Enrolment
1761915 4949483 3174106
F2F Male
Enrolment
14160893 895989 2572656
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2000 2005 2011
DE Female
Enrolment
1366 184240 662982
DE Male
Enrolment
3166 4042 329945
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%

54. 2000 2005 2011
Presencial 324734 717858 865161
0
200000
400000
600000
800000
1000000
2000 2005 2011
EAD 460 12626 151552
0
20000
40000
60000
80000
100000
120000
140000
160000
2000 2005 2011
Female F2F Stsl 198416 446724 515809
Male F2F Sts 126318 271134 349352
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2000 2005 2011
Female DE Sts 233 11264 105554
Male DE Sts 227 1362 45998
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%