Abstract
It presents how discussions about Information Literacy, widely discussed in the American context, echoed on Brazilian soil, in order to provide a historical-conceptual overview to support studies in the area. It characterizes the theme based on its historical, conceptual-empirical and critical constitution, and the terminological and translation implications in Brazil. It uses seminal works by the first Brazilian researchers who have discussed the topic of Information Literacy (and its translations) since the beginning of the 2000s; US institutional documents and national scientific productions on the subject. It verifies that the educational function of Information Literacy was one of the attractions for the arrival of the concept in Brazil and for its appropriation by studies on Library and Education, therefore, the conceptual elements about learning and the school library are present in the different translations. It concludes that Information Literacy arises under specific conditions to meet the needs of its country of origin. Among the challenges faced in this appropriation movement, in addition to the social and economic difficulties in Brazil, which are little similar to those of the United States, there are challenges at the linguistic and epistemological level, especially in its translation and conceptualization.
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