Competência em informação na formação básica dos estudantes da Educação Profissional e Tecnológica
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Data
2017-03-03
Autores
Santos, Camila Araújo dos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O mundo do trabalho se desenvolve em função das mudanças sociais, políticas, econômicas e inovações científico-tecnológicas. Nesse cenário, a informação e o conhecimento ganham importância primordial na produção e desenvolvimento econômico, na dependência deles para cumprimento de suas funções. Dessa maneira, a educação profissional e tecnológica deve reconfigurar seus objetivos para oferecer uma aprendizagem crítica, permanente e autônoma aos discentes frente às demandas do mundo do trabalho. Em decorrência, como pressuposto da tese, aponta-se que os documentos governamentais desse nível de ensino dissertam que o currículo deve ser orientado por competências críticas e de autonomia para que os discentes possam atribuir sentido, a partir do uso inteligente e ético da informação, à sua prática profissional. Desse modo, buscou-se refletir sobre quais desafios se colocam ao desenvolvimento da competência em informação nos cursos de educação profissional e tecnológica para atender o mundo do trabalho e como essa competência pode se tornar um elemento capaz de tornar inovador esse nível de ensino. Delimitou-se como objetivo geral analisar as concepções e práticas da competência em informação aplicadas à educação profissional e tecnológica, a fim de oferecer subsídios àqueles interessados na existência de parâmetros de inserção, desenvolvimento e mapeamento dessa competência como contribuição à estrutura desse nível de ensino. O estudo é de natureza descritivo-exploratória tendo como universo de pesquisa a Escola Técnica Estadual ‘Antonio Devisate’ da cidade de Marília-SP. Utilizou-se a pesquisa bibliográfica para construção de referencial teórico e o método do estudo de caso para análise da realidade empregando-se a pesquisa documental, a observação participante e a observação direta intensiva. A pesquisa documental demonstrou que há elementos da competência em informação presentes nos princípios pedagógicos e nos planos de aulas do universo pesquisado, embora não estejam institucionalizados. A observação participante permitiu desenhar os procedimentos metodológicos para o desenvolvimento da observação direta intensiva, delimitando os sujeitos da pesquisa e as formas de coleta de dados para mapear essa competência. A observação direta intensiva foi desenvolvida mediante situações de análise apoiadas em questionários: ‘Situação A’ - docentes, coordenadores de curso, equipe gestora e bibliotecária e ‘Situação B’ - discentes do III Módulo dos cursos profissionais. Utilizou-se a ‘Análise de Conteúdo’ de Laurence Bardin para análise dos dados. Na ‘Situação A’, os sujeitos demonstram um conhecimento aceitável sobre essa competência, porém apresentaram lacunas quanto à compreensão do conceito de informação e sua aplicabilidade prática no contexto de trabalho, às competências presentes em suas didáticas de ensino e ao reconhecimento da importância dos aspectos éticos e legais da informação. A ‘Situação B’ identificou articulação com a maioria dos padrões e indicadores dessa competência, porém os sujeitos apresentaram dificuldades quanto à busca, recuperação e aspectos éticos e legais da informação. Frente os resultados, desenvolveu-se um Framework como contribuição à inserção e desenvolvimento da competência em informação nas ações de ensino e aprendizagem, em nível institucional, à estrutura da educação profissional e tecnológica.
The labour world is developed according to the social, political, economic and scientific and technological innovations changes. In this scenario, information and knowledge get paramount importance in economic production and development, depend on them to achieve the fulfillment of their functions. In this way, technical and vocational education must reconfigure their objectives to offer a critical, permanent and autonomous learning to the students based on the demands of the labour world. As a result, as a general assumption of the thesis, the government documents at this level of education discuss that curricula should be guided by literacies of learning to learn, lifelong learning, critical thinking and intellectual autonomy, so the students can attribute sense from the intelligent and ethical use of information in their professional practice. Thereby, sought to reflect on what challenges are placed to the development of information literacy in technical and vocational education courses in order to attend the world of work and how this competence can become an educational element capable of making this level of education innovative. It was defined as a general objective to analyze the conceptions and practices of information literacy applied to technical and vocational education, in order to offer subsidies to those interested in the existence of parameters of insertion, development and mapping of this literacies as a contribution to the structure of this level of education. The study is of a descriptive-exploratory nature having as research universe the State Technical School ‘Antonio Devisate’ in the city of MaríliaSP. It was used bibliographic research to construct a theoretical reference and the case study method to analyze reality using documental research, participant observation and intensive direct observation. The documentary research has shown that there are elements of information literacy present in the pedagogical principles and lesson plans of the school in focus, although they are not institutionalized. The participant observation allowed to design the methodological procedures for the development of intensive direct observation, delimiting the subjects of the research and the forms of data collection to map this literacy. Intensive direct observation was developed through analysis situations supported by questionnaires: ‘Situation A’ - teachers, course coordinators, management team and librarian and ‘Situation B’ - Students of the III Module of the professional courses. It was used the Laurence Bardin’s ‘Content Analysis’ to the procedure for data analysis. ‘Situation A’, the subjects demonstrate a knowledge considered acceptable of this literacy, but they presented gaps regarding the understanding about the concept of information and its practical applicability in the context of work, the skills present in their teaching didactics and the recognition of the importance of the ethical and legal aspects of the information. ‘Situation B’ identified articulation with most of the standards and indicators of this literacy, but the subjects presented difficulties regarding the search, retrieval and ethical and legal aspects of the information. Based on the results, it was developed a Framewrok as a contribution and development of information literacy in teaching and learning actions, at institutional level, to the structure of technical and vocational education.
The labour world is developed according to the social, political, economic and scientific and technological innovations changes. In this scenario, information and knowledge get paramount importance in economic production and development, depend on them to achieve the fulfillment of their functions. In this way, technical and vocational education must reconfigure their objectives to offer a critical, permanent and autonomous learning to the students based on the demands of the labour world. As a result, as a general assumption of the thesis, the government documents at this level of education discuss that curricula should be guided by literacies of learning to learn, lifelong learning, critical thinking and intellectual autonomy, so the students can attribute sense from the intelligent and ethical use of information in their professional practice. Thereby, sought to reflect on what challenges are placed to the development of information literacy in technical and vocational education courses in order to attend the world of work and how this competence can become an educational element capable of making this level of education innovative. It was defined as a general objective to analyze the conceptions and practices of information literacy applied to technical and vocational education, in order to offer subsidies to those interested in the existence of parameters of insertion, development and mapping of this literacies as a contribution to the structure of this level of education. The study is of a descriptive-exploratory nature having as research universe the State Technical School ‘Antonio Devisate’ in the city of MaríliaSP. It was used bibliographic research to construct a theoretical reference and the case study method to analyze reality using documental research, participant observation and intensive direct observation. The documentary research has shown that there are elements of information literacy present in the pedagogical principles and lesson plans of the school in focus, although they are not institutionalized. The participant observation allowed to design the methodological procedures for the development of intensive direct observation, delimiting the subjects of the research and the forms of data collection to map this literacy. Intensive direct observation was developed through analysis situations supported by questionnaires: ‘Situation A’ - teachers, course coordinators, management team and librarian and ‘Situation B’ - Students of the III Module of the professional courses. It was used the Laurence Bardin’s ‘Content Analysis’ to the procedure for data analysis. ‘Situation A’, the subjects demonstrate a knowledge considered acceptable of this literacy, but they presented gaps regarding the understanding about the concept of information and its practical applicability in the context of work, the skills present in their teaching didactics and the recognition of the importance of the ethical and legal aspects of the information. ‘Situation B’ identified articulation with most of the standards and indicators of this literacy, but the subjects presented difficulties regarding the search, retrieval and ethical and legal aspects of the information. Based on the results, it was developed a Framewrok as a contribution and development of information literacy in teaching and learning actions, at institutional level, to the structure of technical and vocational education.
Descrição
Palavras-chave
Competência em informação, Educação profissional e tecnológica, Formação para o trabalho, Avaliação da competência em informação, Framework em competência em informação