A pesquisa orientada na escola: uma prática de letramento informacional em uma turma de ensino fundamental

Abstract

In contemporary society there is wide availability of information, especially due to the advent and popularization of digital technologies from the last decades. But has the school prepared its students to know how to deal safely and autonomously with this range of informational resources available? Although the PCNs point out that this would be one of the school’s responsibilities, it is observed that it has not yet fully complied this function, since the students present many difficulties in relation to the search and use of information. It is in this context that we developed a didactic intervention in an 8th grade class from a public school, located in the municipality of Picuí-PB, purposing to promote and analyze, from the development of information literacy practices, the improvement of student performance in terms of search, selection, mapping, evaluation and uses of the information and its contribution for a writing production in literacy events on the school context. To base the research it transits through concepts of literacy and informational literacy. It develops an intervention using as methodological guidance the action-research, once it involves a practical matter and its improvement, as well as a reflection on this practice. It still embraces a qualitative and quantitative approach of the data emanated from the research that was developed through didactic sequences in which the students could increase skills for the accomplishment of the targeted research and for the improvement in dealing with informational resources in general. The challenge of this work proposal was to develop a teaching practice focused on informational literacy in Portuguese language classes. Despite the difficulties resulting, especially, from the few informational resources available in the school, the objectives were achieved as planned according to the methodology adopted, which takes into account cognitive, affective and physical aspects during the learning process, and the teacher-researcher’s planning.