Políticas infoeducacionais e seus impactos em bibliotecas dos Institutos Federais de Educação brasileiros a partir das reformas educacionais : estudo sobre a apropriação dos saberes informacionais

Abstract

Infoeducation has shown in the scientific literature about Information Science as the way which enables to overcome the limits of instrumental capacitation, aiming education for information use from the theory of dialogicity, which recovers the epistemic dimension of Education and Information focusing on information knowledges. Based on this propositive approach, the main objective of this research consists of investigating the information policies and the possible implications of the educational reforms occurred from 2016 to 2019, analyzing the occurred impacts, or not, in the construction of information knowledges in the libraries of the Federal Education Institutes. Initially, in theoretical terms, it is contextualized Information Science as a scientific and epistemologic field. Next, information and mediation are discussed from the dialogic perspective by Paulo Freire. The following moment is limited to analyze the educational reforms in the Federal Network of Professional and Technological Education. The methodological choice includes document and bibliographic research in the Curricular Common National Basis (BNCC), in the Pedagogic Projects of Technician Courses (PPC), in the educational reforms and in interviews with librarians. The techniques used for data collection and analysis include the use of semi-structured interview whose contents were discussed and interpreted in the light of discourse analysis. It is concluded that the investigated educational reforms deeply imply in education, in libraries and in information professionals, bringing countless consequences to the education offered in the Federal Institutes. The reforms mischaracterizes the kind of education offered by the Federal Education Institutes, which is based on the human and integral formation that articulates general formation and technichal, but it becomes unfeasible by means of the adoption of the new reform because it reorganizes all the curricular structure of the new high school in formative itineraries and it divides the general formation from the technical one. That is, it does not consider the successful public secondary education policy offered by the Federal Education Institutes. Finally, it is fundamental to recognize that the development of information and infoeducation policies in Brazil depends on the strenghthening of education, libraries and librarians who need constant qualification in order to improve their performances. This process is begun in the construction of public policies directed to a stronger articulation among education, work, science and culture and in the dialogue with professionals who work in education.