Open Education and Massive Open Online Courses (MOOCs)

paths to the eemocratization of knowledge

Authors

Keywords:

Open education, MOOCs, . Information and Communication Technologies, Knowledge Sharing

Abstract

This article aims to investigate the origin, evolution, and guiding principles of open education and the use of Massive Open Online Courses (MOOCs) to democratize access to knowledge. A narrative review was conducted, with a qualitative approach, exploratory and descriptive in nature. MOOCs promote innovative pedagogical practices and strengthen open education and knowledge sharing. However, their objectives require critical analysis of their intentions, as, while they can promote greater inclusion, they also risk reinforcing exclusionary market logics. We suggest further empirical research on open education and the use of MOOCs to democratize education in Brazilian public higher education institutions.

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Author Biographies

Maria Lidiane Herculano Graciosa, Universidade Federal do Paraná

Bibliotecária, Universidade Federal do Paraná, Brasil.  Doutorado em andamento no Programa de Pós-Graduação em Gestão da Informação, Universidade Federal do Paraná, Brasil.  Mestrado em Administração, Universidade do Oeste de Santa Catarina, Brasil.  Graduação em Biblioteconomia, Universidade Federal de Alagoas, Brasil. 

Fernanda Cristina Barbosa Pereira Queiroz, Universidade Federal do Rio Grande do Norte

Professora Titular, Departamento de Engenharia de Produção, Universidade Federal do Rio Grande do Norte, Brasil. Pós-Doutorado, Universidade Federal de Santa Catarina, Brasil. Doutorado e Mestrado em Engenharia de Produção, Universidade Federal de Santa Catarina, Brasil. Graduação em Ciências Econômicas, Universidade Federal de Juiz de Fora, Brasil.

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Published

2025-12-15

How to Cite

Graciosa, M. L. H., & Queiroz, F. C. B. P. (2025). Open Education and Massive Open Online Courses (MOOCs): paths to the eemocratization of knowledge. EaD & Tecnologias Digitais Na Educação, 13(20). Retrieved from https://ojs.ufgd.edu.br/ead/article/view/20685

Issue

Vol. 13 No. 20 (2025)

Section

Artigos

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