Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-26T23:00:35Z No. of bitstreams: 1 MilenaDeMacedoBarbosaNascimento_DISSERT.pdf: 1523318 bytes, checksum: 2424d77acd96fab63a4fece8bb930ada (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-30T22:28:44Z (GMT) No. of bitstreams: 1 MilenaDeMacedoBarbosaNascimento_DISSERT.pdf: 1523318 bytes, checksum: 2424d77acd96fab63a4fece8bb930ada (MD5) / Made available in DSpace on 2016-08-30T22:28:44Z (GMT). No. of bitstreams: 1 MilenaDeMacedoBarbosaNascimento_DISSERT.pdf: 1523318 bytes, checksum: 2424d77acd96fab63a4fece8bb930ada (MD5) Previous issue date: 2016-05-13 / Nas ?ltimas d?cadas, o acesso ? informa??o est? cada vez mais sendo ampliado, sobretudo com o advento das tecnologias digitais e sociais. Por?m, o grande desafio est? em reconhecer e saber utilizar a informa??o adequada de maneira que venha a atender as necessidades informacionais dos sujeitos. Neste cen?rio, vislumbrando o Bibliotec?rio como profissional da informa??o respons?vel pela media??o do conhecimento dos sujeitos, procuramos conhecer como os estudantes de Biblioteconomia da Universidade Federal do Rio Grande do Norte t?m usado a informa??o em seu cotidiano. Dessa maneira nosso objetivo geral ? compreender como se estabelecem as pr?ticas e os eventos de letramentos realizados pelos estudantes em forma??o ao se prepararem para o exerc?cio profissional. Com vistas a atender nosso prop?sito, buscamos: (i) descrever as atividades pr?ticas de letramento informacional utilizada pelos discentes na busca de novos conhecimentos; (ii) salientar os processos reflexivos dos discentes ao fazer uso de novas informa??es; (iii) explicitar como os estudantes em forma??o tem aplicado o conhecimento t?cnico adquirido em sala nas pr?ticas sociais relacionadas ao fazer profissional. Para embasarmos nossa pesquisa, fundamentamos nos Estudos de Letramento (BARTON; HAMILTON, 1993, 1998, 2000; KLEIMAN, 1995; STREET, 1984; OLIVEIRA, 2008, 2010), discutidas no presente trabalho enquanto pr?ticas sociais que se inserem nos diversos dom?nios sociais (OLIVEIRA, 2010; KLEIMAN, 2008; ROJO, 2009). A an?lise do letramento informacional ter? como suporte te?rico os trabalhos de Belluzzo (2002), Hatschbach (2002), Campello (2003), Dudziak (2003), Gasque (2010, 2011). Com a an?lise dos dados, consideramos que: (i) as atividades usadas para buscar e usar a informa??o s?o m?ltiplas, realizadas em contextos sociais, acad?micos e tecnol?gicos, por?m percebe-se uma superficialidade em rela??o ao uso de fontes t?cnicas e cient?ficas inerentes ao exerc?cio acad?mico e profissional dos futuros bibliotec?rios; (ii) eles t?m consci?ncia cr?tica e reflexiva quando ao uso das informa??es e (iii) relataram terem tido raras oportunidades de praticar as t?cnicas bibliotecon?micas gerando assim inseguran?a no agir profissional. / In the last decades, access to information is increasingly being expanded, especially with the arrival of digital and social technologies. However, the biggest challenge is in recognizing and using the appropriate information in a manner that will meet the information needs of the subjects. In this scenario, seeing the Librarian as an information professional who is responsible for mediating the knowledge of the subjects, we seek to know how the Library Science students of the Federal University of Rio Grande do Norte have been using the information in their daily lives. Thus, our main goal is to understand how practices and literacies events held by students preparing for professional practice are established. In order to meet our goal, we seek to: (i) describe the practical activities of information literacies used by students in the pursuit of new knowledge; (ii) highlight the reflexive processes of students when they use new information; (iii) explain how students have applied technical knowledge acquired in the classroom to social practices related to their profession. Substantiating our research, we have basis in New Literacy Studies (BARTON; HAMILTON, 1993, 1998, 2000; KLEIMAN, 1995; STREET, 1984; OLIVEIRA, 2008, 2010), discussed in this work as social practices that are inserted in different social fields (OLIVEIRA, 2010; KLEIMAN, 2008; ROJO, 2009). The analysis of information literacies has as its theoretical support the works of Belluzzo (2002), Hatschbach (2002), Campello (2003), Dudziak (2003) and Gasque (2010, 2011). With the data analysis, we consider that: (i) the activities used to seek and use information are multiple, held in social, academic and technological contexts, nevertheless we can see a superficiality regarding the use of technical and scientific sources which are inherent in the academic and professional practice of future librarians; (ii) they are critical and have reflexive consciousness about the use of information and (iii) they reported having had few opportunities to practice techniques of library science, thus generating insecurity in the professional act.