Information literacy refers, in summary, to continuous learning, being a form of self-awareness, self-guided socialization or self-denomination. It is a tool that can lead to citizens’ empowerment, self-expression and intercultural dialogue. However, depending on the nature of the social terrain, such literacy can serve purposes different from those expected in its social function. The general objective of the article is to present the theoretical assumptions for the construction of a “subversive” information literacy to the colonizing hegemonic standards, supported by decolonial pedagogy and interculturality, thus seeking to answer the following question: which assumptions are necessary for building a “subversive” information literacy? Methodologically, the research that resulted in this article is exploratory, qualitative and bibliographic, with an essayistic nature. The main result is based on the ratification of making information literacy as do-others, expanding the ways of discussing, teaching and assimilating the multiple possible forms of this metaliteracy. It is concluded that it is necessary to assume such literacy as methodology(s) and emerging action(s) in contexts of marginalization, subordination, struggle, reexistence and resistance, contributing to insurgent practices of resisting, (re)existing and (re)living, which make possible very different ways of being, existing, thinking, knowing, feeling, being and living together – that is, as borderline praxis that affront the coloniality of power and its pedagogical practices