INFORMATION LITERACY AS AN AUTONOMOUS DISCIPLINE: EXPERIENCE REPORT AND CRITICAL PEDAGOGY

RELATO DE EXPERIÊNCIA E PEDAGOGIA CRÍTICA

Abstract

Contemporary society lives with a context of informational disorder that makes information literacy a requirement for democratic life. This article reports the teaching internship experience in the Information Literacy (IL) course at a federal public university, focusing on the consolidation of IL as an autonomous discipline and its articulation with critical methodologies. This is a qualitative and descriptive study, in the form of an experience report, based on participant observation and the analysis of pedagogical documents, such as the syllabus and the class schedule. The results suggest that the curricular autonomy of IL can help reduce the fragmentation typical of transversal teaching. Project-based learning and university extension led students to intervene in the community in the face of digital manipulation, while the syllabus came to provide for the ethical and supervised use of emerging technologies, including Artificial Intelligence. It is concluded that curricular autonomy, combined with critical methodologies and social engagement, contributes to forming students capable of acting as social agents in confronting structural manipulation and promoting social responsibility.