Processos educativos e de aprendizagem na biblioteca universitária: abordagem centrada no estudo de usuários

Abstract

This thesis aims is to weave directives to reconfigurate the university library in contemporary times with the purpose to the qualification of educational and learning processes mediated by library and, according to this point, appears the following question: what indicators allow to qualify the services that the university library offers in order to place them in favor of the learning of its users? The theoretical basis is anchored in Paulo Freire and John Dewey, with discussions about autonomy; respect for knowledge; commitment to quality and equal education; theory combined with practice; learning that transforms the subject and knowledge; the relationship with the other; and learning through experience by means dialogue, in which the human being and the environment are modified in and by the interaction that can enhance the educational and learning processes. The methodological path was the qualitative research, so that the data were constructed via a case study at the Hugo Dantas da Silveira Central Library, at the Federal University of Rio Grande / RS, through document analysis of library management reports, interviews were made with librarians working in the technical unit and focus group with some users. The sample comprised 12 librarians and 7 users. The data were treated by means of textual discursive analysis, by Moraes and Galiazzi (2003; 2011), and, at the intersection of the analyzes between the instruments used, it was identified that the points highlighted in the narratives point out singularities for the configuration of the university library. The final considerations, is about configurate new systems and organizations, both in the order and structure of physical spaces, as well as in the organization of the collections, services and products offered. From the narratives, it was identified that users and librarians attribute to the library a fundamental role in the qualification of academic learning, and legitimize it as a space that can be constituted by the democratization of access for information, by the mediation between information and registered knowledge and , mainly, for the constitution of spaces that contribute to learning. The guidelines for reconfiguring the Library, based on the data constructed and analyzed in this investigation, legitimize it as an environment of encouragement and constitution for learning, since, in addition to disseminating and managing the knowledge produced and stored in its various supports and devices, it works to promote actions to search, interact and disseminate information. This research reiterates that the library in the context of learning is mobilizing, performing an educational function and mediating for the democratization of access to information and develop the knowledge.