Name: ARIANE CALLOTT NASCIMENTO
Publication date: 30/04/2024
Examining board:
Name |
Role |
|---|---|
| HELEN DE CASTRO SILVA CASARIN | Examinador Externo |
| MARGARETE FARIAS DE MORAES | Examinador Interno |
| MARTA LEANDRO DA MATA | Presidente |
Summary: We live in a country with a vast cultural diversity, in which, more often than not, culturally differentiated groups are social minorities. These groups are not always able to enjoy their rights in society, such as the right to access information, which can hinder the full exercise of citizenship. It is believed that developing information literacy is one of the ways to promote the empowerment of culturally differentiated groups, helping them to exercise their rights and duties in the community in which they live. This study specifically investigates a traditional Pomeranian community in the interior of the state of Espírito Santo. The main objective of the research was to outline a framework that aims to provide teachers with guidelines for designing pedagogical strategies that foster the development of information literacy within the scope of the Pomeranian Language curriculum component of middle school, based on the ACRL (2016; 2023). Specifically, the aim was to a) Diagnose the context of the insertion of the Pomeranian Language curriculum component in middle school at the Frederico Boldt school by means of an interview with the school's principal and pedagogical coordinator; b) Identify the theoretical-methodological perspectives adopted by the teachers in conducting the Pomeranian Language curriculum component, with a view to identifying their correlation with the dimensions of information literacy; c) To check whether the Pomeranian language curriculum component in middle school includes the elements of the dimensions of information literacy; d) To apply activities for the development of skills related to the dimensions of information literacy in the sphere of the Pomeranian language curriculum component. This is an exploratory case study. The data was assessed qualitatively using the data triangulation technique and Bardin's content analysis. From the analysis of the results, it was possible to understand the context of the implementation and execution of the Pomeranian Language curriculum component; it was found that the dimensions of
information literacy are reflected in a very timid way, both in the theoretical-methodological approaches adopted by the Pomeranian Language teacher and in the curriculum and teaching plans of the component; and it was considered that the activity carried out with the 8th and 9th grade students managed to contribute to learning in the subject and to the development of information literacy skills. Finally, the results of the research made it possible to draw up a framework, the purpose of which is to provide guidance for teachers in developing pedagogical strategies that foster the development of information literacy within the scope of the Pomeranian Language curriculum component in middle school.
