ID: 33886
In Latin America, the adoption of Open Educational Resources (OER) has been uneven and, in many cases, under-researched. This is compounded by a strong reliance on conceptual frameworks from the Global North that do not always align with local educational realities.
The issue is not only one of access or production, but of meaning: many resources fail to integrate meaningfully into classroom practices. Repositories remain unused, materials are not perceived as relevant, and experiences remain isolated. This fragmentation reveals a persistent gap between the creation of resources and their pedagogical appropriation, as well as a lack of articulation and visibility of local experiences.
In this context, this round table proposes to open a discussion on how to reconfigure Open Educational Practices (OEP) in the region, shifting the focus from adoption to situated co-creation. Within this framework, the experience of Creatón STEM+ is presented as a pedagogical device based on intensive collaborative workshops to design, prototype, and publish OER, aiming to reposition teachers as knowledge producers and sustain collective knowledge-building in networks.
In its current regional projection, Creatón takes shape in 2024 through a pilot experience in which teachers from seven Latin American countries co-created resources focused on comprehensive sexuality education. However, this development builds on a prior trajectory: since 2018, through Ceibal (Uruguay), Creatón has been implemented as an Open Educational Practice (OEP) in diverse contexts, exploring collaborative creation, openness, and the circulation of resources within the Uruguayan education system.
This accumulation of experiences has enabled the consolidation of methodological and pedagogical insights that now support its regional expansion. From this turning point, Creatón has evolved into an adaptive methodological model, implemented in diverse contexts—urban, rural, and initial teacher education—that challenge and enrich its development.
More than a methodology, Creatón STEM+ is configured as an intensive collaborative pedagogical device that fosters open educational practices. Its strength lies in three key dimensions: teacher agency and co-authorship, which shift teachers from implementers of content to designers of situated knowledge and legitimate producers of pedagogical knowledge; the legitimization of practice, whereby the use and creation of OER move from isolated individual initiatives to recognized and expected professional practices within communities; and resilience and networking, where professional learning communities help overcome teacher isolation and sustain collective innovation processes beyond individual efforts.
- Based on this experience, the round table will collectively explore several key questions:
- How can we overcome the disconnect between OER production and classroom practice?
- What conditions enable open practices to become shared professional norms rather than isolated initiatives?
- How can transferable models be designed without losing contextual relevance?
- What does it mean to build openness from the territory, rather than solely from global frameworks?
The round table will be structured as a horizontal exchange among participants, fostering dialogue across experiences, contexts, and perspectives. Rather than presenting a closed model, the aim is to open up a practice in development, inviting participants to collectively reflect on the future of open education in Latin America and other Global South contexts.
