<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2301-1378</journal-id>
<journal-title><![CDATA[Informatio]]></journal-title>
<abbrev-journal-title><![CDATA[Infor]]></abbrev-journal-title>
<issn>2301-1378</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Información y Comunicación. Instituto de Información.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2301-13782023000200036</article-id>
<article-id pub-id-type="doi">10.35643/info.28.2.11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Competência em Informação e Mediação da Informação à luz do Objetivo de Desenvolvimento Sustentável (ODS) 4 - Educação de Qualidade: a perspectiva da prática em bibliotecas]]></article-title>
<article-title xml:lang="es"><![CDATA[Alfabetización Informacional y Mediación de la Información a la luz del Objetivo de Desarrollo Sostenible (ODS) 4 - Educación de Calidad: la perspectiva de la práctica en las bibliotecas]]></article-title>
<article-title xml:lang="en"><![CDATA[Information Literacy and Mediation of Information and Sustainable Development Goal (SDG) 4 - Quality Education: the perspective of practice in libraries]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Camila Araújo dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>2</numero>
<fpage>36</fpage>
<lpage>54</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2301-13782023000200036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2301-13782023000200036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2301-13782023000200036&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo parte da questão: como as bibliotecas podem fomentar e mediar o uso da informação para que os sujeitos a apliquem criticamente a favor de sua transformação, inclusão e justiça cultural, social, informacional, cívica e laboral? Traçamos como objetivo compreender de que maneira a Competência em Informação e a Mediação da Informação, como Ações Críticas de Interferência, cristalizam-se em ações práticas ofertadas por bibliotecas a partir dos relatos do Library Map of the World da International Federation of Library Associations and Institutions no âmbito do Objetivo de Desenvolvimento Sustentável (ODS) 4 - Educação de Qualidade da Agenda 2030 da Organização das Nações Unidas. Para tanto, consultamos 8 iniciativas referentes ao ODS 4 da Seção Sustainable Development Goals Stories do Library Map of the World da IFLA e as inter-relacionamos com as temáticas sobre Competência em Informação e Mediação, que nos revelou que ambas, como Ações Críticas de Interferência, no âmbito da prática, se cristalizam na concepção de cultura em que as ações educativas para o desenvolvimento/aprimoramento de conhecimentos, habilidades, atitudes e valores sejam consoantes ao que representa e ao que tem sentido, valor e significado cultural e social aos sujeitos. Na prática, as Ações Críticas de Interferência se configuram em atividades educacionais formativas integradoras mediadoras que levam em conta a cultura da pessoa. Isso significa que a escolha de abordagens didático-pedagógicas, tipo de conteúdo (temas), recursos, espaços, materiais e dentre outros, são elementos que devem tangenciar as práticas culturais das pessoas, de maneira que as ações mediadas de Competência em Informação tenham significado e sentido para sua aprendizagem, provendo-lhes criticidade, inclusão, justiça social, educacional, cívica e laboral e transformação social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo parte de la pregunta: ¿cómo pueden las bibliotecas fomentar y mediar en el uso de la información para que los individuos la apliquen críticamente en favor de su transformación, inclusión y justicia cultural, social, informacional, cívica y laboral? El objetivo es comprender cómo la Alfabetización informacional y la Mediación Informativa, como Acciones de Interferencia Crítica, cristalizan en acciones prácticas ofrecidas por las bibliotecas a partir de los informes del Mapa de Bibliotecas del Mundo de la Federación Internacional de Asociaciones e Instituciones Bibliotecarias en el ámbito de los Objetivos de Desarrollo Sostenible (ODS) 4 - Educación de Calidad de la Agenda 2030 de Naciones Unidas. Para ello, consultamos 8 iniciativas relacionadas con el ODS 4 de la Sección de Historias de los Objetivos de Desarrollo Sostenible del Mapa de la Biblioteca del Mundo de IFLA y las interrelacionamos con los temas sobre Alfabetización informacional y Mediación, lo que nos reveló que ambas, como Acciones de Interferencia Críticas, en el ámbito de la práctica, cristalizan en la concepción de cultura en la que las acciones educativas para el desarrollo/mejora de conocimientos, habilidades, actitudes y valores están en consonancia con lo que representa y lo que tiene sentido, valor y trascendencia cultural y social para el asignaturas. En la práctica, las Acciones de Interferencia Crítica se configuran como actividades educativas integradoras, mediadoras y formativas que tienen en cuenta la cultura de la persona. Esto significa que la elección de enfoques didáctico-pedagógicos, tipo de contenidos (temas), recursos, espacios, materiales, entre otros, son elementos que deben tocar las prácticas culturales de las personas, para que las acciones mediadas por la Alfabetización informacional tengan significado para su aprendizaje, brindándoles criticidad, inclusión, justicia social, educativa, cívica y laboral y transformación social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article seeks to answer the question: how can libraries encourage and mediate the use of information so that individuals apply it critically in favor of their transformation, inclusion and cultural, social, informational, civic and labor justice? The objective is to understand how Information Literacy and Information Mediation, as Critical Interference Actions, crystallize into practical actions offered by libraries based on reports from the Library Map of the World of the International Federation of Library Associations and Institutions within the scope of Sustainable Development Goal (SDG) 4 - Quality Education of the United Nations 2030 Agenda. To this end, we consulted 8 initiatives related to SDG 4 from the Sustainable Development Goals Stories Section of IFLA&#8217;s Library Map of the World and interrelated them with the themes on Information Literacy and Mediation, which revealed to us that both, as Critical Interference Actions , in the scope of practice, crystallize in the conception of culture in which educational actions for the development/improvement of knowledge, skills, attitudes and values are in line with what represents and what has meaning, value and cultural and social significance to the subjects. In practice, Critical Interference Actions are configured as integrative, mediating, formative educational activities that take into account the person&#8217;s culture. This means that the choice of didactic-pedagogical approaches, type of content (themes), resources, spaces, materials, among others, are elements that must touch on people's cultural practices, so that the mediated actions of Information Literacy have meaning and meaning for their learning, providing them with criticality, inclusion, social, educational, civic and labor justice and social transformation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Competência em Informação]]></kwd>
<kwd lng="pt"><![CDATA[Mediação da Informação]]></kwd>
<kwd lng="pt"><![CDATA[Bibliotecas]]></kwd>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento crítico]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización informacional]]></kwd>
<kwd lng="es"><![CDATA[Mediación de la información]]></kwd>
<kwd lng="es"><![CDATA[Bibliotecas]]></kwd>
<kwd lng="es"><![CDATA[Cultura]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento crítico]]></kwd>
<kwd lng="en"><![CDATA[Information literacy]]></kwd>
<kwd lng="en"><![CDATA[Mediation of information]]></kwd>
<kwd lng="en"><![CDATA[Libraries]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="en"><![CDATA[Critical thinking]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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