OVERCOMING TECHNOCRATIC FICTION, TOWARDS A CRITICAL LIBRARY TRAINING

Information literacy has become, since the last third of the last century (ALA, 1989), the dominant format for approaching library training, especially in the academic environment, whose purpose is to contribute to producing a literate subject, an individual competent in the use and management of information. In our country, the North American model, information literacy (ACRL 2000), was imported from the beginning of the process of convergence with Europe, a phenomenon that implied the incorporation in the academy of economic logic as the key to functioning. The historical-interpretative perspective makes it possible to understand the meaning, profile or conception of informational literacy, a category that is usually presented as ahistorical, universalizable or neutral. In this communication some axes are taken into account to analyze the construct information literacy: its character of competence, eminently, technological; its technocratic aspect or its capacity to contribute to model adaptable subjectivities. It is defended that, beyond teaching how to manage information, a critical librarian formation should provide tools to contribute to the formation of political subjects of knowledge