Ação pedagógica da biblioteca universitária: contribuição da alfabetização informacional e da teoria da aprendizagem significativa para a autonomia e afiliação intelectual dos estudantes universitários.

Abstract

This research aimed to endorse and recognize university libraries as proposing mechanisms for accessing information. Therefore, it presents an overview of their origins in relation to the university and discusses the educational and socializing role of academic libraries, correlating concepts such as information literacy, the theory of meaningful learning, and intellectual affiliation, as well as pointing out issues related to the strategic role of libraries in promoting university student autonomy in the pursuit of learning. Characterized as a descriptive research, combined with a qualitative approach, this dissertation presents the perspective of ethnomethodology as a method for accessing the daily lives of students in university libraries. For the case study, questionnaires, field diaries, and participant observation were used as data collection instruments. The recommended questionnaires assessed the students' prior knowledge and subsequent learning resulting from the proposed course. The observations were carried out during the extension course “Research techniques in specialized information sources and structure of scientific work”. The field diaries were used to record reflections on the learning of the investigation. The results showed that students have difficulties using the information space, that they have limited knowledge about university library products and services, and are unaware of the logic behind how the collection works and is organized. It also proved the need for actions that eliminate difficulties and favor the development of skills associated with the effective and efficient use of information available in the physical and virtual information environments available to them. Finally, it demonstrates that the library can contribute to student autonomy and successful retention of undergraduate students when it offers educational, scientific, technological and cultural support, in addition to stimulating critical thinking and specialized learning.