Terminological-conceptual tensions around the appropriation of the termo letramento by Brazilian Librarianship and Information Science
Conceptual disputes. Conceptual tensions. Appropriation of concepts. Scientific field. Terminology. Literacy. Letramento. New Literacy Studies (NLS). Information literacy. Letramento Informacional. Competência informacional. Competência em informação. Bernadette Santos Campello. Kelley Cristine Gonçalves Dias Gasque. Brazil.
It investigates how information literacy was appropriated by Brazilian research under the translation of letramento informacional and, consequently, what is the specificity of this concept, within the scope of Librarianship and Information Science, considering that the term literacy does not come from this field and that information literacy does not it is the only translation of that English word in the country, therefore, admitting the existence of a tension (play of forces) in the field. It discusses the meanings and theories about literacy to identify the meanings that letramento has acquired in the Brazilian educational context since its first mentions. It has an exploratory-descriptive nature, in terms of purposes and means, and is characterized by being a bibliographical research that used a narrative review to discuss the conceptual panorama that supports it, such as the concepts of literacy letramento and information literacy. To explore the object of study, we used documental research to analyze the scientific production on Letramento Informacional. To analyze and interpret the collected scientific production, we used the Content Analysis (CA) method (BARDIN, 2008) and the categorical analysis technique (BARDIN, 2008). We analyzed the work of Bernadette Campello and Kelley Gasque in order to highlight the characteristics of the concept of letramento informacional elaborated by them and the foundations on which these researchers based themselves to forge their notions about the concept.