| dc.description.abstract | As in all domains, information is also crucial for the daily practice of the work of a museum
staff. The museum operational chain is preceded by the informational input for its realization.
In this context, information in the museum is worked on, maintained, organized, mediated,
transformed and shared by professionals who work in these spaces, regardless of the role
they are performing. The team of workers is made up of professionals from cleaning
services, security, scholarship holders, workers directly linked to the safeguarding and
communication functions (including interns and outsourced workers) and to the management
of the museum. After all, everyone is part of the museum team and somehow deals with the
information input. Therefore, this research understands and calls all museum workers, as
information professionals in museums. Therefore, the object of investigation of the research
referred to information professionals in museums, who, when working in an information
system, presupposes that all museological activities are or should be part of a shared flow of
information. Because it is only by sharing technical information related to museum activities
that professionals will be able to minimize their information needs, since the need for
information is constant and changing. In this sense, information literacy as a continuous and
collective learning process can contribute to boosting teamwork. Therefore, it is necessary
for the museum to provide an environment aimed at social interaction, as a community of
practice. To this end, the investigation sought to answer the following question: How do
information professionals in museums relate to the daily practice of work, with regard to the
need, use and sharing of information, alluding to museological activities. The
methodological procedures of the research started from a systematic literature review,
creation of the research instrument and the creation of analytical categories based on the
dimensions of information literacy of the collected data, namely: category of technical
dimension of information literacy, category of dimension aesthetics of information literacy, the
ethical dimension category of information literacy and the political dimension category of
information literacy. The selection of the sample for carrying out the research with
information professionals in museums was extracted from the MUSEUSbr platform of the
Brazilian Institute of Museums. The research environment took place throughout the State of
Minas Gerais, through the 12 mesoregions that compose it. The research had as general
objective to understand the information literacy that the information professional in the
museum has and the one that is necessary to him, in order to attenuate his need for
information during the daily practice of work, about the use and sharing of information in the
museum activities. The specific objectives were: to discuss, based on the literature,
information literacy and its dimensions regarding the activities performed by information
professionals in museums; identify the information needs of information professionals in
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museums, considering the dimensions of literacy in technical, aesthetic, ethical and political
information; to find out if the researched institutions work with their team as in a community
of practice (mediation and information sharing - collective and continuous learning -
infoeducation - collaboration); and, finally, to propose an information competence matrix for
the execution of museological activities. Results: The research findings indicated, among
other aspects, a lack of financial resources from governments for the maintenance of
museums, which directly reflects the management's failure to develop training programs for
information professionals in museums. In this way, in a self-sustaining way, the research
proposed a matrix for the development of information literacy for museum activities related to
the appropriation of information, which can and should be adaptable for each museum and
its team, in order to meet the specificities and information needs. The conclusion observed
with the development of the research was that the movement of information literacy is similar
to museum institutions. Both are dynamic processes of citizens' emancipation by promoting
continuous and collective learning, since nothing is more current than the individual, when
appropriating information and information technologies, knowing and respecting the different
forms of existing cultural representation. | |
