Aprendizagem baseada em projetos no Estágio Supervisionado em Biblioteconomia: um modelo para desenvolvimento de competências e gestão do conhecimento

Abstract

In contemporary society, knowledge acquired by individuals and organizations and is seen as an essential component in social development, and learning process. It is also considered a path for personal, cultural and economic development of citizens. In this context, librarians, as information professionals, have a decisive role in organization of cultural facilities, acting as a information mediator between collections and the users. This professional may also eventually act, as an educator, in the role of internship supervisor, specifically on behalf of undergraduate students in the Librarianship Science course. In the view of educational innovation for professional training, active learning methodologies can be pointed out as possible alternatives to achieve the objectives of the supervised internship. Thus, this research aims to propose a model for conducting activities performed in supervised internships in Librarianship, which enables knowledge management aligned with the monitoring of learning and the development of professional skills in the performance of internship activities, based on project-based learning. As for the methodological procedures of the research, it is characterized in terms of its objective as exploratory, with a qualitative and quantitative approach, of an applied nature. The data collection procedures applied include bibliographic research, through systematic literature review, documentary research and interviews with Library Science students who interned at the library of the Tribunal Regional do Trabalho da 21ª region. Data analysis was performed using the content analysis method. Based on the results, it was possible to conclude that the supervised internship (mandatory or not) is essential for the most comprehensive training of the Librarianship student, involving the consolidation of practice and theory. From the reports and interviews, the knowledge construction process becomes evident, which is reinforced by the role of the supervisor as a mediator/educator. The dialogicity during the internship, in a mutual cooperative relationship between the parties involved, enhances teaching and learning. It was noticed a centrality in the interns' behavioral issues and less emphasis on the learning objectives and competences as a dimension of analysis, which brings a problem regarding the clarity of these issues. The 6F Model is presented based on the active learning methodology based on projects, aimed at the development of the internship from the proposition of 6 stages: learning project creation, professional competences identification; information sources survey; action plan definition; plan application and evaluation; project conclusion and registration. The artifacts to support this process are also presented: learning project; list of skills; portfolio and expanded reporting. It is hoped that this model can be implemented in the context of the TRT-RN Library, and also adapted and used in other supervised stages of the Librarianship course, being a positive tool supported by active methodology and knowledge management and potentially useful for training provided by the supervised internship, within the librarian training cycle.