Concepções de competência informacional dos graduandos de biblioteconomia e documentação de Moçambique: uma abordagem fenomenográfica
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Data
2021-01-19
Autores
Manhique, Ilídio Lobato Ernesto [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A sociedade da informação é um contexto caracterizado pela produção e disponibilização exponencial da informação. Este fenômeno exige que os indivíduos desenvolvam a competência informacional como uma aprendizagem fundamental que possibilita o uso crítico, ético e reflexivo da informação. Os bibliotecários são parte essencial desse processo, e devem ser, devidamente, preparados para a disseminação desse tópico. A pesquisa teve como objetivo geral investigar as diferentes formas qualitativas pelas quais os alunos de graduação em Biblioteconomia e Documentação (BD) de Moçambique concebem a competência informacional em suas atividades acadêmicas e na sua vida diária. Do ponto de vista metodológico, o estudo é de natureza descritiva e qualitativa e segue a abordagem fenomenográfica. A coleta de dados realizou-se com base na entrevista em profundidade com alunos (22) do quinto ao oitavo semestre de graduação em Biblioteconomia e Documentação da Escola Superior de Jornalismo (ESJ) e da Escola de Comunicação e Artes da Universidade Eduardo Mondlane (ECA/UEM), que são as duas instituições de ensino superior que oferecem esses cursos em Moçambique. Também foi feita a análise documental dos projetos pedagógicos e planos curriculares de ambas as instituições para analisar a integração do tópico sobre competência informacional. Das entrevistas aplicadas aos alunos foram identificadas cinco formas qualitativas (concepções) pelas quais esses sujeitos concebem a competência informacional, nomeadas da seguinte forma: i) Acesso e recuperação da informação textual em ambientes tradicionais; ii) Uso da tecnologia de informação e comunicação para o acesso e recuperação da informação; iii) Seleção e filtragem da informação; iv) Competência informacional como construção do conhecimento; v) Competência informacional como ética e responsabilidade no uso da informação. A análise documental evidenciou a ausência de disciplinas ou conteúdos específicos de competência informacional nos planos curriculares das duas instituições. Concluiu-se que as concepções que foram externadas pelos alunos podem ser fundamentais para auxiliar a inserção da competência informacional dos currículos de Biblioteconomia e Documentação de ambas as instituições. Acredita-se que esses resultados podem contribuir para a identificação das lacunas existentes na formulação filosófica nos projetos político-pedagógicos, podendo auxiliar a sua reformulação.
The information society is a context caracterized by the production and exponential availabil-ity of information. This phenomenon requires that individuals develop informational compe-tence as a fundamental learning that enables the critical, ethical and reflective use of infor-mation. Librarians are an essential part of this process, and must be properly prepared for the dissemination of this topic.Tresearch aimed to investigate the different qualitative ways in which undergraduate students in Library and Information Science in Mozambique conceive information literacy in their academic activities and in their daily life. From a methodological standpoint, the study is descriptive and qualitative, and adopts phenomenography, which is a research approach that is concerned with mapping the people's conceptions about a particular phenomenon, so that they are organized into categories of description and into an space re-sults. This type of research follows an inductive logic, according to which, the categories of description emerge from the raw data of the research. Data collection was carried out based on an in-depth interview with students (22) from the fifth to the eighth semester of graduation in Library and Information Science at the Journalism Superior School (ESJ) and the School of Communication and Arts of the Eduardo Mondlane University (ECA / UEM), which are the two higher education institutions that offer such courses in Mozambique. Document analysis was also carried out, which consisted of the analysis of the Pedagogical Projects and curricu-lar plans of both institutions to analyze the integration of this topic in the curricula of these courses. From the interviews applied to the students, five qualitative ways (conceptions) were identified by which these students conceive information literacy, namely: i) Access and re-trieval of textual information in traditional environment; ii) use of ICT to access and retrieve information in digital context; iii) Selection and filtering of information; iv) information liter-acy as knowledge construction; v) information literacy as ethics and responsibility in the use of information. The document analysis showed the absence of specific disciplines or content of information literacy in curricular plans of both institutions. Thus, it was concluded that the conceptions that were expressed by the students can be fundamental to assist the insertion of information literacy in the curricula of Library and Information Science courses of both insti-tutions. On the other hand, it is believed that these results can contribute to the identification of the gaps in the philosophical formulation in political and pedagogical projects, and may help to reformulate them.
The information society is a context caracterized by the production and exponential availabil-ity of information. This phenomenon requires that individuals develop informational compe-tence as a fundamental learning that enables the critical, ethical and reflective use of infor-mation. Librarians are an essential part of this process, and must be properly prepared for the dissemination of this topic.Tresearch aimed to investigate the different qualitative ways in which undergraduate students in Library and Information Science in Mozambique conceive information literacy in their academic activities and in their daily life. From a methodological standpoint, the study is descriptive and qualitative, and adopts phenomenography, which is a research approach that is concerned with mapping the people's conceptions about a particular phenomenon, so that they are organized into categories of description and into an space re-sults. This type of research follows an inductive logic, according to which, the categories of description emerge from the raw data of the research. Data collection was carried out based on an in-depth interview with students (22) from the fifth to the eighth semester of graduation in Library and Information Science at the Journalism Superior School (ESJ) and the School of Communication and Arts of the Eduardo Mondlane University (ECA / UEM), which are the two higher education institutions that offer such courses in Mozambique. Document analysis was also carried out, which consisted of the analysis of the Pedagogical Projects and curricu-lar plans of both institutions to analyze the integration of this topic in the curricula of these courses. From the interviews applied to the students, five qualitative ways (conceptions) were identified by which these students conceive information literacy, namely: i) Access and re-trieval of textual information in traditional environment; ii) use of ICT to access and retrieve information in digital context; iii) Selection and filtering of information; iv) information liter-acy as knowledge construction; v) information literacy as ethics and responsibility in the use of information. The document analysis showed the absence of specific disciplines or content of information literacy in curricular plans of both institutions. Thus, it was concluded that the conceptions that were expressed by the students can be fundamental to assist the insertion of information literacy in the curricula of Library and Information Science courses of both insti-tutions. On the other hand, it is believed that these results can contribute to the identification of the gaps in the philosophical formulation in political and pedagogical projects, and may help to reformulate them.
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Palavras-chave
Competência informacional, Concepções, Biblioteconomia e documentação, Fenomenografia, Moçambique, Graduandos, Information literacy, Conceptions, Library and documentation, Phenomenography, Mozambique, Undergraduates