A Educação Aberta e Livre à prova da justiça cognitiva: rumo à coconstrução transformadora dos saberes no ensino superior
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Resumo
A Educação Aberta (EA) costuma ser apresentada como promotora da democratização do acesso ao conhecimento e da equidade no ensino superior. Contudo, essa visão oculta a persistência de desigualdades sistêmicas, em particular aquelas derivadas da lógica da dádiva ou da instrumentalização neoliberal da abertura. A troca de recursos é promovida sistematicamente sob uma luz positiva, e apenas alguns autores e autoras levantam a questão da justiça cognitiva. Este artigo insere-se nessa linha de reflexão ao propor alavancas que favoreçam o surgimento de práticas de coconstrução de saberes. Com base numa revisão não sistemática da literatura, combinada com uma análise crítica, a proposta apoia-se nas contribuições conceituais da Bildung de von Humboldt, bem como nas epistemologias do Sul. As alavancas identificadas para uma EA orientada pela justiça cognitiva exigem o desenvolvimento de saberes epistêmicos, pedagógicos e técnicos, a fim de romper com a reprodução sistêmica das assimetrias Norte–Sul.
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