O regime de informação do novo ensino médio: contribuições da competência crítica em informação

• Ano de defesa: 2020
• Autor(a) principal: Peniche, Tamiris
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Instituto Brasileiro de Informação em Ciência e Tecnologia - Universidade Federal do Rio de Janeiro; Brasil; Escola de Comunicação; Programa de Pós-Graduação em Ciência da Informação - PPGCI IBICT-UFRJ; IBICT-UFRJ
• Palavras-chave em Português: Competência Crítica em Informação; Regime de Informação; Novo Ensino Médio; Educação; Critical Information Literacy; Regime of Information; New High School; Education; CNPQ::CIENCIAS SOCIAIS APLICADAS::CIENCIA DA INFORMACAO
• Link de acesso: http://ridi.ibict.br/handle/123456789/1316

The study presents a bibliographic and documentary research that aims to point out the main contributions of critical Information Literacy to the regime of information of new high school. It uses authors such as Bernd Frohmann, Maria Nélida González de Gómez and Sandra Braman to define the regime of information as a more or less stable system or network that presents informational flows and information production capable of linking all the actors involved in such a system, these can be recognized as subjects, institutions, rules and informational authorities influenced by the social formation in which they are inserted. Based on the definition, the research analyzes the impacts of the National Education Guidelines and Bases Law (LDB), pointing out the changes proposed by Law 3.415 of 2017 through a comparative outline and elucidates the guidelines of the Common Curricular National Base (BNCC), both modifications that directly impact the regime of information. Starting from the premise that puts critical Information Literacy with a useful perspective for research and appropriation of information by the subjects, who need to consider the conditions in the regimes of information so that they can operate in a “critical” way, the study seeks to understand the contributions of critical Information Literacy in the context of the new high school regime of information, considering the impact of social inequality on education. To this end, it uses authors such as Arthur Bezerra, James Elmborg, John J. Doherty and Kevin Ketchner to define the critical Information Literacy and indicators taken from the Brazilian Institute of Geography and Statistics (IBGE), the Altas do Human Development (ADH), the National Institute of Educational Studies and Research Anísio Teixeira (INEP) and the Ministry of Education (MEC) for social inequality. It seeks to trace a perception of the regime of information of new high school, which is still being implemented until 2022, using a genealogy of information policies related to the implementation of Law 13,415 of 2017 and understanding the relationship of the actors involved through information actions. The method used was bibliographic research and content analysis to separate the data that supported the comparative design of changes in the LDB. The analysis methodology adopted reveals certain inconsistencies in the proposals of the new high school with regard to the development of the students' skills. It was also possible to observe, from the genealogy traced to map regime of information of new high school, the presence of critical information literacy. The study concludes that critical Information Literacy is a useful tool for students to deal with the new proposal of high school and that the presence of libraries that promote social practices and informational practices would be able to give information power to high school students in the regime of information in which they are inserted.