A competência crítica em informação na educação básica brasileira : uma análise acerca da Base Nacional Comum Curricular

Abstract

Education in Brazil has always been marked by elitism and exclusion. Even after years of operation, the Brazilian school system continues to be structured in a fragmented way and reproduces the social division of classes and the capitalist market logic. In this context, the Base Nacional Comum Curricular, a normative document that regulates Basic Education in Brazil, aims to overcome this fragmentation by contributing to the alignment of national education policies, evolving integral human formation and the construction of a fair society, democratic and inclusive. Therefore, the general objective of this thesis is to analyze whether and how curricular contents that would be representative of the constitutive dimensions of critical information literacy are present in the Base Nacional Comum Curricular, which could potentially contribute to the promotion of a critical education that It would allow, depending on the form of historical materialization of pedagogical practices, the development of critical information literacy on the part of high school students. To this end, the following specific objectives were pursued: 1. Investigate the historical context and legal aspects in which Brazilian education and the Base Nacional Comum Curricular are linked; 2. Map the presence of the dimensions of critical information literacy in the Base Nacional Comum Curricular, with regard to the secondary education stage; 3. identify, in the secondary education stage of the Base Nacional Comum Curricular, possible gaps in relation to the promotion of the dimensions of critical information literacy; 4. Propose guidelines for teaching critical information literacy to high school students. To develop this research using a qualitative approach, carried out based on documentary analysis, whose central source was the Base Nacional Comum Curricular, at the same time as it promoted muscles with the theoretical framework of critical theory, critical pedagogy and critical information literacy. This is a descriptive research, in which the data were prepared using thematic content analysis, with the categories being chosen a priori, namely, the ten dimensions of critical information literacy. The research showed that, although the Base Nacional Comum Curricular presents competencies and skills that relate to the dimensions of critical information literacy, there are gaps that need to be filled so that it becomes a skillful tool to promote critical education. So, at the end of the research, guidelines were proposed that can guide the actions of educators in the construction of critical information literacy by high school students, namely: teacher training; survey of students' prior knowledge; teaching instrumental competence; focus and concentration techniques; inclusion of the study of critical theories of society and information; inclusion of the study of ethics; stimulation of critical thinking through information; promoting discussion about politics and democracy; promoting discussion about gender, sexuality and race; and development of training itineraries that foster critical information literacy.