Comportamento informacional de alunos do ensino médio integrado : um estudo no Instituto Federal de Educação, Ciência e Tecnologia do Maranhão

Abstract

Integrated High School is based on a school curriculum that, while developing the contents of the concluding stage of basic education, also provides professional training to students through a technical course. The contents of general and professional training are developed in an organic relationship, not just adding and / or overlapping content. Upon entering Integrated High School, students are led to reflect on their life project, which involves issues related to studies and work. It is considered that the information behavior approach offers opportunities for analysis that demonstrate how the subject's relationship with information occurs in a professional education environment. Thus, the research sought to understand the information behavior of integrated high school students, verifying how they are configured. The empirical environment of the research was the Campus São Luís - Monte Castelo of the Federal Institute of Education, Science and Technology of Maranhão. It is a qualitative research that used semi-structured interviews with fourteen students from four integrated courses of different technological axes and non-participant observation for analysis of the library. The data were systematized through content analysis and analyzed according to the theoretical basis of the research. The students' information behavior were analyzed in four categories: information sources, library, study practices and information behavior in specific situations. The results indicate that students' information behavior are strongly influenced by the mediation process developed in the classroom. Information practices related to teachers, books and the internet were identified. With regard to the library, it was noticed that consolidating a concept of library as a dynamic space and integrated into the school curriculum requires specific actions in this direction, in addition to traditional services. The students' preference for individual study practices is related to difficulties in developing group studies and, not necessarily, to the characteristics of different study practices. It was identified that the school evaluation is a motivating factor for the information behavior, but that the use of the information resulting from it does not necessarily result in transformative experiences for the subjects.