Competência em informação: saberes e práticas docentes da educação profissional e tecnológica

Abstract

Information literacy is a set of skills that allows individuals to identify their information needs as well as locate, evaluate and use it effectively and ethically. These skills are essential in an increasingly digital and computerized world, where the ability to deal with information critically and efficiently is subjacent. The research therefore presents a reflection on the analysis of the perceptions that teachers in Professional and Technological Education have about information competence in their teaching practices. Its starting question is: What are the teachers' perceptions regarding the Information Competence and how does it manifest itself in their teaching practices? Its general objective is to analyze the perceptions that teachers of Professional and Technological Education have about Information Competence and how it occurs in their pedagogical practices. In this context, it has the following specific objectives: To relate the behavior of Professional and Technological Education teachers at the National Commercial Learning Service - Senac/CE from the perspective of the elements of Information Competence; To ascertain teachers' familiarity with the use of educational media and technologies and their relationship with the elements of CoInfo; To identify, through the perceptions of teachers in Professional and Technological Education at Senac/CE, the development of Information Competence in their teaching-learning activities; and, to map the training actions that Senac can implement to develop the Information Competence of its teachers. This is a qualitative, exploratory study that uses bibliographical and documentary research as part of its theoretical framework on Information Competence and Professional and Technological Education. The field of research is the Serviço Nacional de Aprendizagem Comercial (Senac) of the State of Ceará and the universe analyzed is made up of 53 teachers of the Professional Apprenticeship Program in 14 courses. A questionnaire was used to collect the data, which was structured into 11 questions, 08 of which were closed and 03 open. The content analysis method proposed by Bardini was used to analyze the data, resulting in the composition of four categories: a) characterization of the participating public b) informational behavior c) familiarity with educational media; and, d) perceptions of information competence for teaching. The results indicate that vocational education teachers can play a more active role in promoting Information Competence. In addition, actions are suggested that the institution can implement to develop Information Competence among teachers. The conclusion is that there is a significant intersection between Information Competence and the pedagogical practices of teachers, highlighting the information needs of these professionals and emphasizing the importance of developing information competence in teaching and learning activities in the context of professional and technological education.