Pesquisas na pós-graduação: o uso do pensamento reflexivo no letramento informacional Research along post-graduation: the use of reflexive thinking on the informational literacy
Author(s)
Kelley Cristine Gonçalves Dias GasqueKeywords
Pensamento reflexivoLetramento informacional
Busca e uso da informação
Ensino superior
Comportamento informacional
Reflexive thinking
Information literacy
Seeking and using information
higher education
Information behavior
Bibliography. Library science. Information resources
Z
Information resources (General)
ZA3040-5185
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Show full item recordAbstract
O artigo apresenta resultado de pesquisa de doutorado realizada com o objetivo de identificar o tipo de relação entre o pensamento reflexivo, proposto por Dewey (1979) e as competências empregadas na busca e no uso da informação na comunicação científica por pesquisadores em formação, alunos de mestrado e de doutorado. A Teoria Fundamentada de Glaser e Strauss (1967) orientou os procedimentos metodológicos da pesquisa. Os indicadores de atividade reflexiva, de Zeichner e Liston (1985), permitiram verificar o tipo de pensamento dos pesquisadores. Os resultados mostram que a maior parte do pensamento empregado na busca e no uso da informação é do tipo não reflexivo. O letramento informacional na pós-graduação é influenciado pelas experiências e sentimentos com pesquisa na educação básica, na graduação e pela participação em projetos de iniciação científica. Sofre influência da cultura acadêmica, atitude dos professores em relação à busca e ao uso da informação, concepção de ensino- aprendizagem, infraestrutura e custos da informação, bem como da consciência do grau de competência informacional. As relações percebidas nessa pesquisa são de natureza multirreferencial, o que requer instrumentos interdisciplinares na resolução do problema.<br>The objective of this paper is to present the results of a PhD degree research carried out for identifying the type of relation between the reflexive thinking, as proposed by Dewey (1910) and the competencies used in searching and using the information in the scientific communication by education researchers and master and doctorate degree students. The theory lain down by Glasser and Strauss guided the methodological procedures for the research. Zeichner's and Liston's (1985) indicators of reflexive activity enabled to verify the type of the researchers' thought. The results show that a major part of the thought utilized in search and use of information is a non-reflexive type. The information literacy is influenced by experiences and feelings concerning research on basic education, on graduation, as well as by sharing projects of scientific initiation. Influence is also had by academic culture, teachers' attitude in relation to the search and use of information, concept of teaching-learning, infrastructure and costs of information. The relations present in this research are of multi-referential nature, what demands interdisciplinary instruments for solution of the problem.Date
2011-04-01Type
ArticleIdentifier
oai:doaj.org/article:dd11db470210428ea591434868782c4e10.1590/S0100-19652011000100002
0100-1965
1518-8353
https://doaj.org/article/dd11db470210428ea591434868782c4e
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