The The Education for Information

A Reflection on the Limits of the Competence-Based Approach

Abstract

As part of the information society, information literacy is an approach that deals with problems and reflections on information learning in contemporary times. In the literature of information science, discussions of information literacy have gained global geographical extensions and find correlated terms in several languages. In view of this terminological diversity, with its own characteristics, this paper aims to reflect on the limits of the approach centered on competencies and the proposals for an approach focused on information education, paving the way for an integral and culturally situated educational perspective. To this end, it discusses the projections and limits of information culture, centered on the promise of digital connection through technological evolution. It recounts the history of information literacy in the United States, the terminologies that have been used in various countries following this proposal and the different theories used in Brazil. It criticizes the development of competencies as an educational methodology that imposes adjustments that lose sight of the subjects' dialogue with their reality. In conclusion, it presents aspects to be considered within the framework of information learning, bearing in mind that information education aims to recognize subjects in specific and plural cultural contexts, focusing on the processes of building conscious relationships with information as a social component, creating its own exchange of meanings.