Curadoria de informação e letramento crítico no livro didático: articulações e desafios

Abstract

The use of Digital Information and Communication Technologies has caused significant social transformations. Consequently, we are witnessing the emergence of digital culture, a context that, while exacerbating pre-existing inequalities and introducing new challenges, has the potential to provide broader and more democratic access to information, creating conditions for many individuals to transcend the role of information consumers and become producers as well. In this context, access to information may be facilitated, but the ever-increasing volume of available information makes it crucial not only to assess the quality of information sources but also to identify ideological biases and develop critical thinking. Considering this scope, the Base Nacional Comum Curricular – BNCC (BRASIL, 2017), in the area of Languages and their Technologies for High School, prescribes information curation processes as an object of knowledge and methodological treatment of content, aiming at the critical appropriation of processes of searching for and processing of information. In view of this, the objective of this research is to analyze how the curatorial processes outlined by the BNCC for High School are utilized by a textbook to foster students’ critical engagement with them. To this end, the research is theoretically based on the dialogic conception of language proposed by the Bakhtin Circle, the perspectives of Literacies by Street (2003) and Bill Green (1988, 1997), the Multiliteracies by Cope and Kalantzis (2013), Cope, Kalantzis and Pinheiro (2020), the Critical Literacies by Allan Luke (2000, 2012, 2018), McLaughlin and DeVoogd (2005), Janks (2000), and the Visual Critical Literacy by Newfield (2011), Chung (2013) and Yang (2014). Additionally, the research incorporates studies on Curation Processes by Deschaine and Sharma (2015), Guallar and Leiva-Aguilera (2014), as well as Wolff and Mulholland (2013). Regarding methodology, the study is based on the qualitative and interpretative analysis of data, and considers the curation prescriptions present in the Base Nacional Comum Curricular (BNCC) concerning the area of Languages and their Technologies for High School. The corpus selected for analysis comprises the textbook “Se liga nas linguagens: Experimenta Enxergar! As Experiências Profissionais, Identitárias, Jornalísticas e de Busca de Informação”, approved in the 2021 Programa Nacional do Livro Didático (PNLD) for High School. The results indicate that the LD partially adopts the assumptions of the information curation model prescribed by the BNCC and does not articulate them with Critical Literacies practices for a critical appropriation of curation processes, as suggested by the guiding document. Due to the importance and relevance of this topic, further studies are needed to aim for more significant advancements in teaching practices related to curation in schools.