Dialogue and listening in university extension

planning actions to promote Information Literacy

Abstract

The paper proposes a reflection on how to promote Information Literacy in the context of social vulnerabilities. Thus, it aims to discuss the possibilities and challenges in promoting knowledge, skills and attitudes focused on information among socially vulnerable communities. A methodology based on participant observation was adopted, which involved sensitive listening to communities (quilombola and public schools) to plan educational actions. The results demonstrated that dialogue and sensitive listening proved to be substantial elements in shaping educational actions, aiming to consolidate them from a problematizing and critical perspective. It is concluded that actions to promote skills with an extensionist bias need to be based on the social context that involves the participating subjects, in order to not only adapt the planning, but to enable the interaction of the subjects in the creative process of preparing the proposals in order to constitute itself as a co-creation.