Dissertations / Theses on the topic 'Bibliotecas colaborativas'
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Caires, Fernanda Medeiros. "Biblioteca na educação: práticas colaborativas e apropriação cultural." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/27/27151/tde-20012015-111621/.
Full textThis work presents a study in the matter of the library instruction and construction of meaning for the use of the informational/cultural center, having as its essential part the development of an introduction program of the Estação do Conhecimento do Programa Einstein na Comunidade Paraisópolis\'s library. This is a unique place for the process of developing new informational knowledge. For that, this research supports that these kinds of programs need peculiar objects, which were developed in collaboration with the whole group of people involved. These peculiar objects were used in a dialogue with the complexity of the languages and uses of the library. The study showed that the introduction and incorporation of the individuals in the library and in the information environments is a complex process that goes beyond the mechanic dimension of the data and information transmission or how the devices are organized
Andrade, Sonia Cruz Riascos de. "Rede colaborativa de serviços e produtos de informação no contexto das bibliotecas universitárias brasileiras." reponame:Repositório Institucional da UnB, 2013. http://repositorio.unb.br/handle/10482/15295.
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A presente pesquisa enfocou os sistemas integrados de bibliotecas de instituições federais de ensino superior brasileiras, destacando os serviços ao usuário. A área de serviços de referência sofreu os impactos decorrentes da instauração do ambiente digital e dos recursos disponibilizados nesse meio. O problema está na dificuldade de disponibilizar serviços contextualizados ao novo paradigma informacional, visto que a oferta desses serviços em bibliotecas universitárias se tornou premissa básica e deve ser centrada nos usuários. Este estudo objetivou a proposição de uma rede colaborativa de serviços e produtos em bibliotecas universitárias que possibilite incrementos para a oferta desses recursos ao usuário. Fundamentação teórica fornecida pelas áreas da Ciência da Informação e da Biblioteconomia, contemplando respectivamente a Gestão da Informação e o Serviço de Referência. Campos correlatos do conhecimento, como: Economia e Administração, trouxeram aportes sob as temáticas: Economia de Serviços e Redes Organizacionais. Adotou-se como parte do referencial teórico, uma investigação acerca das redes de apoio de órgãos e instituições às bibliotecas universitárias do Reino Unido e dos Estados Unidos no tocante aos serviços ao usuário. Trata-se de estudo prioritariamente qualitativo, onde se aplicou o método descritivo. Como critério de seleção da amostra foram considerados dois ranqueamentos internacionais para obter a representatividade regional no país. Para a coleta de dados, utilizou-se a técnica da entrevista junto aos gestores dos sistemas integrados de bibliotecas das universidades que compuseram a amostra desta pesquisa. Os resultados do estudo permitiram apontar elementos que possibilitam a maximização das competências das bibliotecas universitárias da amostra, via rede colaborativa, de maneira a trazer incrementos na área de serviços e produtos de informação, com vistas à melhoria da produção de conhecimento na academia em prol do desenvolvimento intelectual e social.. _ ______________________________________________________________________________________ ABSTRACT
This research fits into the context of brazilian academic libraries’ systems with focus to users services. Reference services’ area has been having impacts from digital environment introduction and its resources. The mainly problem is to provide services in context to the new informational paradigm because services focused on users in academic libraries became a basic issue. This study proposes a conceptual configuration of a collaborative network of information products and services in academic libraries that would facilitate users services provision. The theoretical framework is mainly based into Information Science field and Library Science through subject areas as: Information Management and Reference Services. Related fields as Economics and Administration are covered under the themes: Service Economy and Organizational Networks. Also an investigation was made about the United Kingdom and the United States agencies and institutions’ support to users services in academic libraries networks. It is mainly a qualitative study, which applies the descriptive method. The sample was selected by the analysis of two international rankings. Semi-structured interview technique was used to achieve integrated libraries’ managers viewpoint of higher education federal institutions. Data collection purpose were to come up with results to design a proposal of information products and services collaborative network through the skills’ maximization of brazilian academic libraries. This research intend to enable services' improvements in these libraries looking for knowledge production to intellectual and social development benefits.
Fernandes, Maria do Rosário Torrão Caldeira. "Redes concelhias/interconcelhias de bibliotecas: um estudo descritivo baseado em inquérito por questionário." Master's thesis, Instituto Politécnico de Bragança, Escola Superior de Educação, 2013. http://hdl.handle.net/10198/7124.
Full textInafuko, Laura Akie Saito [UNESP]. "Arquitetura da informação para biblioteca digital colaborativa: uma proposta de um sistema de interação." Universidade Estadual Paulista (UNESP), 2013. http://hdl.handle.net/11449/93654.
Full textAs bibliotecas digitais são ambientes informacionais que permitem o armazenamento, a representação, a organização, a preservação, o acesso, a recuperação, o (re)uso de informações. As estruturas informacionais das bibliotecas digitais devem adequar-se às necessidades e às competências e comportamentos informacionais do usuário, para que este venha a construir conhecimento. Assim, as bibliotecas digitais podem ser desenvolvidas a partir dos princípios da Arquitetura da Informação de modo a garantir que o usuário do ambiente tenha um acesso à informação mais rápido, fácil e intuitivo. Com o desenvolvimento da web colaborativa, surge o conceito de “biblioteca 2.0”, que trouxe às bibliotecas tradicionais o dinamismo dos recursos da web colaborativa e o convite aos usuários a participarem e interagirem com o ambiente da biblioteca no meio digital. Considera-se nesta dissertação que as bibliotecas digitais devem adaptar-se ao paradigma colaborativo, devido ao surgimento de novos serviços digitais e à mudança de perfil do usuário consumidor para um usuário produtor de conteúdos. Dessa forma, tem-se como problema de pesquisa a ausência de um modelo de Arquitetura da Informação de bibliotecas digitais colaborativas, mais especificamente de elementos que possam nortear a interação e a colaboração dentro do ambiente. Nesse contexto, objetiva-se propor um sistema de interação dentro dos sistemas de Arquitetura da Informação já propostos por Morville e Rosenfeld (2006) para o ambiente de Bibliotecas Digitais Colaborativas, a partir de elementos de Arquitetura da Informação selecionados na literatura e a partir do levantamento de uso de recursos da web colaborativa em bibliotecas digitais
Digital libraries are informational environments that allow the storage, representation, organization, preservation, access, retrieval and (re)use of information. The informational structures of digital libraries must adapt to the needs and capabilities and conduct the informational behavior of the user, so he can build his own knowledge. Thus, digital libraries can be built on the principles of information architecture to ensure that the user of an environment has access to information more quickly, easily and intuitively. With the development of collaborative web appears the concept of “library 2.0” which brought to traditional libraries the dynamism of collaborative tools and invite users to participate and interact with the environment in the digital library. In this dissertation it is considered that digital libraries must adapt to the collaborative paradigm, due to the emergence of new digital services and the transformation of the consuming user into a content producing user. This way, one of the problems this research has found is the absence of a model of information architecture for collaborative digital libraries, specifically the elements that may guide the interaction and collaboration within the environment. In such context, our objective is to propose a system of interaction within Information Architecture Systems already proposed by Morville and Rosenfeld (2006) for the environment of Collaborative Digital Libraries, from architectural elements of information selected from literature and from the survey of the usage of web tools for collaborative digital libraries
Inafuko, Laura Akie Saito. "Arquitetura da informação para biblioteca digital colaborativa : uma proposta de um sistema de interação /." Marília, 2013. http://hdl.handle.net/11449/93654.
Full textBanca: Maria José Vicentini Jorente
Banca: Guilherme Ataíde Dias
Resumo: As bibliotecas digitais são ambientes informacionais que permitem o armazenamento, a representação, a organização, a preservação, o acesso, a recuperação, o (re)uso de informações. As estruturas informacionais das bibliotecas digitais devem adequar-se às necessidades e às competências e comportamentos informacionais do usuário, para que este venha a construir conhecimento. Assim, as bibliotecas digitais podem ser desenvolvidas a partir dos princípios da Arquitetura da Informação de modo a garantir que o usuário do ambiente tenha um acesso à informação mais rápido, fácil e intuitivo. Com o desenvolvimento da web colaborativa, surge o conceito de "biblioteca 2.0", que trouxe às bibliotecas tradicionais o dinamismo dos recursos da web colaborativa e o convite aos usuários a participarem e interagirem com o ambiente da biblioteca no meio digital. Considera-se nesta dissertação que as bibliotecas digitais devem adaptar-se ao paradigma colaborativo, devido ao surgimento de novos serviços digitais e à mudança de perfil do usuário consumidor para um usuário produtor de conteúdos. Dessa forma, tem-se como problema de pesquisa a ausência de um modelo de Arquitetura da Informação de bibliotecas digitais colaborativas, mais especificamente de elementos que possam nortear a interação e a colaboração dentro do ambiente. Nesse contexto, objetiva-se propor um sistema de interação dentro dos sistemas de Arquitetura da Informação já propostos por Morville e Rosenfeld (2006) para o ambiente de Bibliotecas Digitais Colaborativas, a partir de elementos de Arquitetura da Informação selecionados na literatura e a partir do levantamento de uso de recursos da web colaborativa em bibliotecas digitais
Abstract: Digital libraries are informational environments that allow the storage, representation, organization, preservation, access, retrieval and (re)use of information. The informational structures of digital libraries must adapt to the needs and capabilities and conduct the informational behavior of the user, so he can build his own knowledge. Thus, digital libraries can be built on the principles of information architecture to ensure that the user of an environment has access to information more quickly, easily and intuitively. With the development of collaborative web appears the concept of "library 2.0" which brought to traditional libraries the dynamism of collaborative tools and invite users to participate and interact with the environment in the digital library. In this dissertation it is considered that digital libraries must adapt to the collaborative paradigm, due to the emergence of new digital services and the transformation of the consuming user into a content producing user. This way, one of the problems this research has found is the absence of a model of information architecture for collaborative digital libraries, specifically the elements that may guide the interaction and collaboration within the environment. In such context, our objective is to propose a system of interaction within Information Architecture Systems already proposed by Morville and Rosenfeld (2006) for the environment of Collaborative Digital Libraries, from architectural elements of information selected from literature and from the survey of the usage of web tools for collaborative digital libraries
Mestre
Costa, Maíra Murrieta. "Diretrizes para uma política de gestão de dados científicos no Brasil." reponame:Repositório Institucional da UnB, 2017. http://repositorio.unb.br/handle/10482/24895.
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Contextualiza a organização social da ciência contemporânea. Discute aspectos sobre a ciência colaborativa do Século XXI, a internacionalização e a virtualização da ciência que culminaram com a explosão de dados científicos coletados on-line, dando origem ao fenômeno de big data e e-science. Discute o surgimento dos termos guarda-chuva e-science e cyberinfrastructure. Contextualiza a literatura sobre dados de pesquisa/ dados científicos e argumenta sobre a necessidade da estruturação de políticas públicas que norteiem a gestão dos dados científicos oriundos da e-science, visto que, do ponto da gestão da informação, faz-se necessário apontar soluções para um tratamento adequado dos dados científicos de forma a viabilizar o processo de armazenamento, organização, busca, recuperação e difusão dos dados coletados. Nesse aspecto, relembra que a preocupação da informação científica está na origem da ciência da informação, logo discute o papel do profissional da informação no tratamento dos dados oriundos da e-science. Também são contextualizados na revisão de literatura a política brasileira de ciência e tecnologia, bem como a política de informação. O estudo apresenta como objetivo geral – é elaborar um esboço de diretrizes governamentais para a gestão de dados científicos no Brasil. Para tanto, desenharam-se os seguintes objetivos específicos: OE 1) Identificar os países desenvolvidos que possuem ações de governo para a gestão de dados científicos, OE 2) Analisar as ações de governo de países desenvolvidos sobre a gestão de dados científicos nos países identificados, OE 3) Identificar os principais problemas e as soluções inerentes à construção de uma política estruturada para a gestão de dados científicos, OE 4) Identificar a postura das agências de fomento no Brasil com relação ao tema, OE 5) Identificar o posicionamento dos pesquisadores brasileiros envolvidos com o tema. Discursa sobre a primeira fase da pesquisa, marcada pela necessidade de nortear a busca bibliográfica de forma a identificar as políticas nacionais de gestão de dados científicos nos países mais avançados em e-science. Informa que para tanto foi realizada uma pesquisa descritiva e de levantamento (survey), que utilizou a bibliometria, um método quantitativo baseado em análises estatísticas, para análise de dados. O estudo analisou o termo e-science nas bases de dados Library Information Science Abstracts e Library Information, Science Technology Abstracts. Discorre sobre a metodologia da pesquisa, classificando-a como exploratória, com características quantitativas e qualitativas na coleta de dados, portanto uma pesquisa mista. Informa que a amostra da pesquisa é não probabilística, formada pelo critério de intencionalidade. Foram entrevistados 40 pesquisadores doutores envolvidos com a gestão de dados científicos no Brasil. Além deles, foi aplicado questionário a 22 servidores de agências de fomento e fundações de amparo à pesquisa no Brasil. No aspecto qualitativo da análise dos dados, tece considerações sobre a abordagem de investigação utilizada – a Grounded Theory. O estudo argumenta que o Brasil carece de uma política explícita que norteie as ações do Estado em termos de gestão e preservação dos dados científicos, bem como diretrizes para reutilização dos dados em questão. Em termos de iniciativas nacionais, tem-se apenas a referente a informação geoespacial já estabelecida em Decreto 6.666 de 2008. Além desta, a outra iniciativa de destaque é a informação sobre biodiversidade trabalhada no Portal Brasileiro da Biodiversidade. Também apresenta o edital da FAPESP em e-science como iniciativa relevante na área. Apresenta um framework com itens considerados de extrema relevância para a elaboração de um conjunto de diretrizes que venham a servir de elementos norteadores para a elaboração de uma política para a gestão de dados científicos no Brasil. Conclui que uma política de gestão de dados precisa abordar aspectos tais como: regras de compartilhamento e reuso dos dados, prazo de carência para algumas categorias de dados, prazo de armazenamento para algumas classes de dados, padrões de metadados e interoperabilidade destes. Além disso, deve exigir do pesquisador um plano de gestão de dados quando a pesquisa for fomentada pelo governo, bem como definir os requisitos necessários para a implementação do DOI para dados a exemplo das questões relacionadas no framework.
It contextualizes the social organization of contemporary science. It discusses aspects of the collaborative science in the 21st century, the internationalization and virtualization of science that culminated in the explosion of scientific data online collected, giving rise to the phenomenon of big data and e-science. It discusses the emergence of the terms umbrella e-science and cyberinfrastructure. It contextualizes the literature on research data / scientific data and argues about the need for structuring public policies to guide the management of scientific data from e-science, as, from the point of information management, it is necessary to point out solutions for an adequate treatment of scientific data, to enable the process of storing, organizing, search, retrieving and dissemination of collected data on a large scale. In this aspect, it recalls that the concern of scientific information is at the origin of information science, thus, it discusses the role of the information professional in the treatment of data from e-science. The Brazilian science and technology policy, as well as the information policy are also contextualized in the literature review. The study presents, as general objective – Elaborate a draft of guidelines for the management of scientific data in Brazil. To do so, the following specific objectives were designed: OE 1) Identify the developed countries that have government actions for the management of scientific data; OE 2) Analyze government actions of developed countries on the management of scientific data in the identified countries; OE 3) Identify the main problems and the solutions inherent to the construction of a structured policy for the management of scientific data; OE 4) Identify the position of funding agencies in Brazil concerning this subject; OE 5) Identify the opinion of Brazilian researchers involved with the subject and. The thesis discusses the first phase of the research; characterized by the need to guide the bibliographic search to identify the national policies of scientific data management in countries that e-science is more advanced. It reports that a descriptive and survey research was carried out, using bibliometrics, a quantitative method based on statistical analysis, for data analysis. The study analyzed the term e-science in the following database: Library Information and Science Abstracts e Library Information, Science Technology Abstracts. It discusses the methodology of the research, classifying it as exploratory, with quantitative and qualitative characteristics in the data collection, as a result, a mixed research. It informs that the research sample is non-probabilistic, formed by the criterion of intentionality. Forty PhD researchers involved in the management of scientific data in Brazil were interviewed. Additionally, twenty-two federal employees working in the funding agencies answered a questionnaire. In the qualitative aspect of the data analysis, it makes considerations on the research approach used – a Grounded Theory. The study argues that Brazil lacks an explicit policy to guide State actions in terms of management and preservation of scientific data, as well as guidelines for reusing the data. In terms of national initiatives, there is only reference to geospatial information already established in 2008 by the Decree n. 6.666. In addition to this, the other outstanding initiative is the information on biodiversity worked on the Brazilian Biodiversity Portal. It also presents the FAPESP e-science call for proposals as a relevant initiative in this field. It come up with a framework of items considered to be of extremely relevance for the elaboration of a set of guidelines that will serve as guiding elements for the elaboration of a policy for the management of scientific data in Brazil. I concluded that a data management policy needs to address aspects such as rule of data sharing and its reuse, grace period for some data categories, shelf life for some classes of data, metadata standards, and interoperability for them. Moreover, a data management plan must me demanded from the researcher when the research is fostered by the government, as well as to define the necessary requirements for implementation of DOI for data, such as the issues related to the framework.
Met en perspective l'organisation sociale de la science contemporaine. Aborde les aspects sur la science de collaborative du XXIe siècle, l'internationalisation et la virtualisation de la science qui abutirent à l'explosion de données scientifiques ramassées en ligne, ce qui a donné lieu au phénomène de big-data et e-science. Débat sur l'apparition des termes génériques e-science et cyberinfrastructure. Situe la littérature sur les données de recherche/données scientifiques et soutien le besoin d'une structuration des politiques publiques pour guider la gestion des données scientifiques résultantes du e-science, vue que, pour la gestion de l'information, il faut proposer des solutions pour un traitement propre des données scientifiques pour le processus de stockage, organisation, recherche, récuperation et dissémination des données ramassées, en grande échelle. Sur ce point, rappele que le soucis sur l'information scientifique est à l'origine de la science de l'information, donc aborde le rôle du professionnel de l'information pour traiter les données résultantes du e-science. La politique brésilienne pour la science et technologia et celle pour l'information sont aussi mises en perspective dans la revision de la littérature. L'étude présente pour objectif général – concevoir un ébauche de directives pour la gestion des données scientifiques au Brésil. Pour l'atteindre, les objectifs spécifiques (OS) suivants ont été conçus: OS1) Identifier les pays développés qui ont de politiques pour la gestion des données scientifiques, OS2) Examiner politiques pour la gestion des données scientifiques des pays développés, OS3) Identifier les principaux problèmes et les solutions liés à la construcion d'un politique structurée pour la gestion des données scientifiques, OS4) Identifier l'attitude des agences de promotion du Brésil sur la tématique, OS5) Identifier le positionnement de chercheur brésiliens intéressés par la tématique et. Aborde la première phase des travaux, marqué par le besoin de guider la recherche bibliographique pour identifier les politiques nationales de gestion de données scientifiques dans les pays les plus avancés en e-science. Rapporte que pour cela, una recherche descriptive et d'enquête (survey) a été ménée, que la bibliométrie, une méthode quantitative basée sur des analyses statistiques, a été utilisée pour analyser les données. L'étude a examiné le terme e-science dans les bases de données de la Library Information Science Abstracts et Library Information, Science Technology Abstracts. Parle de la méthodologie de la récherche et la classe comme exploratoire, avec des aspects quantitatifs e qualitatifs pour le ramassage des données, par conséquent une recherche mixte. Fait savoir que l'échantillonage de la recherche est non-probabilistique, mais crée par le critère d'intention.40 chercheurs docteurs impliqué par la gestion des données scientifiques au Brésil ont été interviewé. En outre, un questionnaire a été employé a 22 fonctionnaires d'agences de promotion et fondations d'appui à la recherche du Brésil. Pour l'aspect qualitatif de l'analyse des données, expose des considérations sur l'approche de l'investigation utilisée - la Groudend Theoty. L'étude argumente que le Brésil est dépourvu d'une politique claire pour guider les actions de l'État pour la gestion e conservation des données scientifiques, ainsi que des directives pour la réutilisation de ces données. Quant aux initiatives nationales, il y a seulemente celle sur l'information géospatial établi par le Décret 6.666 de 2008. S'ajoute a cette initiative celle de l'information sur la biodiversité définie au Portal Brasileiro da Biodiversidade. L'avis public de la FAPESP sur e-science est aussi utilisée comme initiative importante dans le domaine. Présente un framework avec des élements considérés d'extrème importancepour l'élaboration d'un ensemble de directives que puissent guider l'élaboration d'une politique pour la gestion de données scientifiques au Brésil. Conclut q'il faut qu'une politique de gestion de données considère certains aspects comme: des normatifs de partage et réutilisation de données, un délai de carence pour quelques catégories de données, une périuode de stockage pour quelques rangs de données, des standards de métadonnées et son interopérabilité. En plus, il faut démander au chercheur un plan de gestion des données pour les recherces promue par le gouvernement, ainsi que la définition de exigences pour le déploiment du DOI pour les données, à l'exemple des questions sur le framework.
Nascimento, Leonardo Fontes do. "Live Shine - Uma ferramenta para suporte à avaliação de impacto de eventos científicos em computação." Universidade Federal do Amazonas, 2016. http://tede.ufam.edu.br/handle/tede/5162.
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FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas
A common concern among researchers is that the results of their research are published in venues of impact in the scientific community. In general, the impact indices are obtained through metrics based on the number of citations that your articles receive. Institutions such as the SCImago and Thomson Reuters provide precise impact indices for major international journals. While this is sufficient for most areas, in Computer Science conferences and other scientific events are also important as publishing venues. However, currently, there is no solution that is universally accepted to obtain accurate indices on conferences, because the tools most commonly used for this purpose have differences between the indices generated for the same conference and year. In this dissertation, we propose a tool called Live SHINE, whose goal is to generate high-precision impact indices of Computer Science Conferences from data provided by Google Scholar. Our tool uses a method based on machine learning techniques that automatically filters the metadata provided by Google Scholar, and considers in the calculation of impact indices only citation data from articles that truly belong to the conference. Our experiments show that our method is effective, achieving an average F1 metric above 0.9 for 30 analyzed conferences. In addition, we also developed a new distributed and collaborative strategy of collecting citations, in which the queries sent to Google Scholar to retrieve the updated values of article citations are triggered by the user interface, avoiding problems such as network overload, delay in update citations and frequent blocking by Google Scholar. Thus, this strategy makes the community of users collaborate to keep updated the data citations for the benefit of all.
Uma preocupação frequente entre os pesquisadores é que os resultados de suas pesquisas sejam publicados em veículos de impacto na comunidade científica. Geralmente, os índices de impacto são obtidos através de métricas baseadas no número de citações que seus artigos recebem. Instituições tais como o SCImago e Thomson Reuters fornecem índices de impacto precisos para os principais periódicos internacionais. Embora isso seja suficiente para a maioria das áreas, para a área de Ciência da Computação as conferências e outros eventos científicos são igualmente importantes como veículos de publicação. No entanto, atualmente não existe nenhuma solução que seja universalmente aceita para se obter índices precisos sobre conferências, pois as ferramentas mais utilizadas para esse fim apresentam divergências entre os índices gerados para uma mesma conferência e ano. Neste trabalho propomos uma ferramenta denominada Live SHINE, cujo objetivo é gerar índices de impacto de alta precisão de conferências de Ciência da Computação a partir de dados fornecidos pelo Google Scholar. Nossa ferramenta utiliza um método baseado em técnicas de aprendizagem de máquina que filtra automaticamente os metadados fornecidos pelo Google Scholar e considera no cálculo dos índices de impacto apenas os dados de citações de artigos que de fato pertencem a conferência. Os experimentos realizados indicam que nosso método é eficaz, alcançando uma métrica F1 média acima de 0.9 considerando 30 conferências analisadas. Além disso, desenvolvemos também uma nova estratégia distribuída e colaborativa de coleta de citações, na qual as consultas enviadas ao Google Scholar para recuperar os valores atualizados de citações de artigos são disparadas pela própria interface do usuário, evitando problemas como sobrecarga da rede, demora na atualização das citações e bloqueio frequente por parte do Google Scholar. Assim, essa estratégia faz com que a comunidade de usuários colabore para manter os dados de citações atualizados para o benefício de todos.
Amorim, Cláudia Colla de. "Compartilhando e construindo conhecimento: ação mediada entre crianças e adolescentes no desenvolvimento de blog pedagógico-literário em uma biblioteca pública da cidade de São Paulo." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-01122008-105045/.
Full textThis research project investigates how knowledge is constructed by mediated actions between children, adolescents and researcher in the development of a pedagogical-literary blog. This study, based on the concepts of participative ethnographic research started from data collected in a systematic weekly workshop that occurred between September 2006 to November 2007 with readers at Belmonte Public Library, in the district of Santo Amaro, in the city of São Paulo. Interaction between participants and individual interviews were recorded on video and transcribed for description and analysis. Interaction that emerged from participants of this research is consistent with the principles of Communal Constructivism (Holmes, 2001), in which learners construct knowledge that may be used in benefit of their learning community. The analysis leads to the conclusion that research participants, after having acquired knowledge that empowers them to create, edit and maintain blogs, can make use of this new technology autonomously, creating new networks of collaborative learning as a cultural tool of use, authoring and development of new knowledge
Santos, Vítor Ricardo Oliveira. "Gestão colaborativa da informação em bibliotecas municipais." Master's thesis, 2008. http://hdl.handle.net/10216/11792.
Full textSantos, Vítor Ricardo Oliveira. "Gestão colaborativa da informação em bibliotecas municipais." Dissertação, 2008. http://hdl.handle.net/10216/11792.
Full textGaspar, Maria Anunciação Ferreira Coutinho. "Biblioteca Municipal / Biblioteca Escolar: trabalho colaborativo em literacia da informação." Master's thesis, 2013. http://hdl.handle.net/11328/610.
Full textAntunes, Luísa Maria. "A biblioteca escolar e os professores : trabalho colaborativo." Master's thesis, 2015. http://hdl.handle.net/10400.2/4882.
Full textCosta, Magda Barradas. "Aprender com a biblioteca escolar: o professor bibliotecário e a formação colaborativa." Master's thesis, 2021. http://hdl.handle.net/10400.2/11452.
Full textThe reference title Aprender com a Biblioteca Escolar (2017) envisions the teacher librarian as a professional with a highly stimulating and aggregating profile, both for his peers, the school community in general, and even the wider community (institutions, entities outside the school, municipalities, among others). It further assumes that he will have a very active role with regards to students’ structuring acquisitions of multi-literacy skills. Specialized literature and an over two-decade long teaching experience, it seems confirm that the most important investment that a teacher librarian can make in order to achieve these objectives is, first and foremost, to stimulate his peers towards investigative training. Considering the needs of the teaching professional and those of the community he is part of, this is the strategy that more effectively responds to those same needs, fosters the creation of collaborative work practices, and will have a real long-term impact on students. This dissertation, framed in an action-research model, in the context of collaborative work, is an attempt to assess this perception through the implementation of a training program (carried out at the request of the teacher librarian of a group of schools in the district of Lisbon), designed to provide teachers with tools to develop their students literacies. The research question proposed (How to put into practice the framework of learning associated with the work of school libraries in Basic Education?) provided the promotion of a study whose results point out that the objectives defended by the reference title are being achieved by the teacher librarian.
Freire, Adelina da Conceição. "Biblioteca escolar e sala de aula : intersecção de duas realidades através do trabalho colaborativo : estudo numa escola secundária." Master's thesis, 2007. http://hdl.handle.net/10400.2/577.
Full textO pressuposto distanciamento entre um ideal de biblioteca escolar com funções formativa e educativa e as práticas pedagógicas tendentes a efectivá-las, nomeadamente o trabalho colaborativo entre o professor bibliotecário e os professores disciplinares, está na base do presente estudo. Relacionámos a problemática do trabalho colaborativo com a cultura profissional dos docentes e com a influência que o aprofundamento teórico pode ter na alteração das suas concepções e práticas. Assim, através de uma metodologia eminentemente qualitativa, desenvolvemos um estudo de caso em investigação-acção com professores do departamento de línguas de uma escola secundária. Pretendíamos, por um lado, saber se, e de que modo, os professores da amostra seleccionada integravam, nas suas práticas pedagógicas, a colaboração com a equipa da biblioteca escolar; por outro, conduzi-los a um processo de aprofundamento teórico em torno da problemática da cultura colaborativa entre o professor bibliotecário e os professores disciplinares, para estudar, posteriormente, o impacto dessa reflexão teórica nas suas percepções iniciais e na adopção de práticas de trabalho colaborativo com o professor bibliotecário. Estas são facilitadoras da consecução de objectivos comuns a uma área disciplinar e à biblioteca escolar, tais como a necessidade de desenvolver competências em literacia da informação ou de formar leitores. Utilizámos três tipos de instrumentos de recolha: um inquérito por questionário, uma entrevista semi-directiva e notas de campo resultantes da nossa observação no terreno, transversais às diversas fases do nosso projecto de investigação-acção. Os resultados do questionário inicial mostraram-nos, entre outros dados importantes, a inexistência de um verdadeiro trabalho colaborativo promotor da intersecção dos objectivos da biblioteca escolar com os da área curricular disciplinar. A entrevista individual, efectuada após a fase de aprofundamento teórico, revelou-nos um impacto positivo na evolução das percepções dos professores face ao trabalho colaborativo com o professor bibliotecário, num grau de elevado envolvimento entre os profissionais. Na sequência da reflexão teórica empreendida, um terço dos professores da amostra desenvolveu trabalho colaborativo com a coordenadora da biblioteca (já neste ano lectivo de 2006/2007), num modelo de elevada interdependência. Esta colaboração apenas começou, sendo necessário um aprofundamento que influencie positivamente as aprendizagens dos alunos e contribua para o incremento de uma cultura de colaboração (não balcanizada) na escola em estudo
Le présupposé éloignement entre l’idéal d’un Centre de Documentation et d’Information (CDI) ayant des fonctions formative et éducative, et les pratiques pédagogiques tendant à les rendre effectives, notamment le travail collaboratif entre le professeur-documentaliste et les professeurs de discipline, est à la base de l’étude présente. Nous avons établit une relation entre la problématique du travail collaboratif et la culture professionnelle des enseignants aussi bien qu’avec l’influence qu’un approfondissement théorique peut avoir dans le changement de leurs conceptions et de leurs pratiques. Ainsi, à travers d’une méthodologie éminemment qualitative, nous avons entrepris une étude de cas en investigation-action avec des professeurs du département de langues d’une école secondaire. Nous voulions, d’un coté, savoir si, et de quelle façon, les professeurs de l’échantillon sélectionné intégraient, dans leurs pratiques pédagogiques, la collaboration avec l’équipe du CDI; de l’autre, les conduire à un procès d’approfondissement théorique autour de la problématique de la culture de collaboration entre le professeur-documentaliste et les professeurs de discipline pour étudier, postérieurement, l’impact de cette réflexion théorique dans leurs perceptions initiales et dans l’adoption de pratiques de travail collaboratif avec le professeur-documentaliste. Celles-ci sont facilitatrices de la réussite d’objectifs communs aux disciplines et au CDI, tels que la nécessité de développer des compétences en littératie de l’information ou de former des lecteurs. Nous avons utilisé trois types d’instruments de recueille: une enquête par questionnaire, une entrevue semi-directive et des notes de champ résultantes de notre observation sur le terrain, transversales à toutes les phases de notre projet d’investigation-action. Les résultats du questionnaire initial nous montrent, parmi d’autres donnés importants, l’inexistence d’un vrai travail collaboratif qui puisse promouvoir l’intersection des objectifs du CDI avec ceux de l’aire curriculaire disciplinaire. L’entrevue individuelle, effectuée après la phase d’approfondissement théorique, nous a révélé l’impact positif dans l’évolution des perceptions des professeurs vis-à-vis du travail collaboratif avec le professeur-documentaliste, dans un dégrée d’engagement élevé entre les professionnels. A la suite de la réflexion théorique entreprise, un tiers des professeurs de l’échantillon a développé du travail collaboratif avec le professeur-documentaliste (déjà dans cette année scolaire de 2006/2007), dans un modèle d’interdépendance élevée. Cette collaboration ne fait que commencer, étant encore nécessaire un approfondissement qui puisse influencer positivement l’apprentissage des élèves et contribue à un accroissement de la culture de collaboration (non balkanisée) dans l’école en étude
The assumed distance between an ideal of school library with educative and formative functions and the pedagogical practices which take them into action, namely collaborative work between the school librarian and the classroom teachers, constitutes the basis for the present study. We connected the problematic of collaborative work to the professional culture of teachers and to the influence which theoretical analysis can bring to change their conceptions and practices. This way, through an essentially qualitative methodology, we developed an action-research case study with teachers belonging to the languages department of a secondary school. We intended, on the one hand, to know if and how the selected teachers considered in their practices collaboration with the school library staff; and, on the other, to lead them through a broadening theoretical study concerning the problematic of the culture of collaboration between school librarian and classroom teachers, so as to analyse subsequently the impact of such theoretical reflection on their initial perceptions and on the adoption of collaborative work with the school librarian. This favours the attainment of common goals both to a subject area and to the school library, such as the necessity to develop information literacy skills or to form readers. We used three kinds of instruments to collect information: an inquiry by questionnaire, a semi-directive interview and the notes resulting from our observations on the field, throughout all the phases of our research-action project. The results from the initial questionnaire showed, among other important data, the inexistence of a real collaborative work leading to the intersection of the school library objectives and those of the curricular area. The individual interview, taking place after the phase of theoretical broadening, revealed a positive impact upon the evolution of the teachers’ perceptions concerning collaborative work with the school librarian, at a high level of involvement between these professionals. As a result of the theoretical reflection undertaken, a third of the teachers chosen developed collaborative work with the school librarian (already during the current school-year 2006/2007), through a model of high interdependence. Since this collaboration has just started it is necessary to deepen the experience so as to influence positively the way students learn and contribute to the development of a (non balkanized) culture of collaboration inside the school we studied
Silva, Maria Otília Santos. "A Biblioteca Escolar como recurso educativo e o trabalho colaborativo em História e Geografia." Master's thesis, 2014. https://repositorio-aberto.up.pt/handle/10216/96339.
Full textSilva, Maria Otília Santos. "A Biblioteca Escolar como recurso educativo e o trabalho colaborativo em História e Geografia." Dissertação, 2014. https://repositorio-aberto.up.pt/handle/10216/96339.
Full textCarvalho, Rui Miguel Baptista Tavares. "Biblioteca escolar inclusiva e leitura para todos." Master's thesis, 2017. http://hdl.handle.net/10400.2/6401.
Full textO objetivo desta investigação é baseado no pressuposto de inclusão. Com ela pretendemos dar resposta à pluralidade que carateriza a nossa sociedade nas nossas escolas, particularmente no papel desempenhado pela Biblioteca Escolar. Importa capacitar as instituições escolares como promotoras desta inclusão, promovendo um ensino eficaz para a globalidade da população discente, tratando todos por igual, independentemente das suas competências ou limitações, proporcionando igualdade de oportunidades. O objetivo geral deste estudo é conhecer as estratégias adotadas pela biblioteca escolar e que fomentem uma prática inclusiva, transmitindo-as à comunidade educativa. Assim, esta investigação incidiu sobre o desenvolvimento das atividades de uma biblioteca escolar no âmbito da implementação do projeto “Todos Juntos Podemos Ler”. Este projeto, lançado pela Rede de Bibliotecas Escolares no ano letivo 2010/2011, tem como finalidade “Promover o sucesso escolar criando oportunidades de leitura para TODOS os alunos, incluindo os que apresentam necessidades educativas especiais.” (RBE, 2010). A biblioteca escolar surge nesta investigação como objeto central do estudo, à volta da qual se desenvolve todo um conjunto de atividades colaborativas, tendentes à efetiva inclusão dos alunos com necessidades educativas especiais, promotoras de práticas inovadoras, ao serviço da comunidade educativa e aberta ao exterior.
Santos, Maria Lucília Marques dos. "Bibliotecas escolares : que colaboração? : o trabalho colaborativo entre o professor bibliotecário e os professores : estudo de caso." Master's thesis, 2010. http://hdl.handle.net/10400.2/1574.
Full textO trabalho colaborativo apresenta-se cada vez mais como um imperativo nas práticas pedagógicas actuais, à medida que aumentam as exigências do sistema educativo, o desenvolvimento das tecnologias de informação e comunicação se mantém acelerado e o conhecimento é cada vez mais uma construção e actualização constantes. Estes reptos são cada vez mais impossíveis de ultrapassar de forma individualizada, quando acresce o facto de a democratização do ensino e a escola inclusiva, colocar na escola estudantes com um grau elevado de diversidade a vários níveis. O trabalho colaborativo, não sendo uma panaceia, é uma das soluções que dispomos para enfrentar esta realidade. As bibliotecas escolares desempenham, neste contexto, um papel fulcral, respondendo aos desafios de preparar os alunos para as exigências do século XXI, desafios esses que um manual escolar, um ou mais computadores, um quadro interactivo e um professor, fechados com uma turma, numa sala de aula, não conseguem atingir. A colaboração entre o professor bibliotecário e os professores é, portanto, o tema principal deste estudo, que explana, numa primeira parte, um conjunto de aspectos relacionados com as perspectivas nacionais e internacionais sobre o trabalho colaborativo. Pretendemos também, com o nosso estudo identificar que conceito de trabalho colaborativo que possuem os professores bibliotecários sobre os quais incide a investigação e compreender de que forma acontece a colaboração entre o rofessor bibliotecário e os professores nas escolas estudadas, procurando definir a sua tipologia. A metodologia utilizada foi o estudo de caso de três coordenadores de biblioteca escolar em Portugal, pertencentes a escolas sede de agrupamento. A investigação teve o seu trabalho de campo no ano lectivo de 2007/2008, tendo sido utilizados como instrumentos o inquérito por entrevista, a observação directa e notas de campo Conclui-se no final deste trabalho, que os coordenadores de biblioteca estudados divergem ao nível do conceito de trabalho colaborativo que possuem, bem como ao nível das práticas que executam. No entanto, verifica-se uma coerência global, com algumas nuances, entre os conceitos que definem e as respectivas práticas observadas.
The collaborative work is presented more and more as an imperative in the current teaching practices, as the demands of the education system grow higher, the development of information and communication technologies is highly maintained and the knowledge is even more a construction and a continuously updating. These challenges are increasingly impossible to overcome individually, when added the fact that democratic education and inclusive school put students in the schools with a high degree of diversity at different levels. The collaborative work, not being a panacea, is one of the solutions we have to face this reality. The school libraries play in this context a crucial role, giving answers to the challenges of preparing the students for the demands of the twenty-first century. Those challenges are such that a textbook, one or more computers, a whiteboard and a teacher closed with a class in a classroom can not reach. The collaboration between the teacher-librarian and the teachers is therefore the main theme of this study which explains, in the first part, a number of aspects about the national and international prospects for the collaborative work. With our study we also intend to identify which concept of collaborative work teacher-librarians do have on which the research focuses and to understand the collaboration between teacherlibrarians and teachers in the studied schools and trying to define its type. The methodology used was a case study of three coordinators of school libraries in Portugal, belonging to different groups of schools. The field work investigation was carried out during the school year 2007/2008 and the tools used were the survey interview, the direct observation and the field notes. At the end of this study the conclusion is that the coordinators of the studied libraries differ in terms of the concept they have of collaborative work, as well as of their practices. However, there is an overall consistency, with some nuances, between the concepts that they define and their observed practices.
Martins, Isabel Maria Seixas. "Trabalho colaborativo e articulação curricular: A biblioteca escolar e o programa de português do ensino básico." Master's thesis, 2013. http://hdl.handle.net/11328/634.
Full textOrientação: Prof.º Doutor José António Videira Saro.
Sampaio, Helena Augusta Santos Pires de. "A biblioteca escolar e o currículo." Master's thesis, 2012. http://hdl.handle.net/10400.2/2572.
Full textA biblioteca escolar tem vindo a ser alvo de reflexões e de vários estudos que destacam a sua importância na sociedade atual. Na biblioteca escolar podem-se encontrar respostas para os desafios da sociedade da informação, nomeadamente através da formação de alunos e professores em literacia da informação. Entre as muitas funções da biblioteca escolar pretende-se, assim, a sua integração no processo de ensino e aprendizagem, com a colaboração entre os professores curriculares e o professor bibliotecário, para, entre outras, os alunos desenvolverem competências na leitura e nas literacias da informação, promovendo o sucesso educativo. Como pode a biblioteca escolar integrar as atividades curriculares e promover o sucesso educativo, ligando as literacias da informação aos trabalhos realizados pelos alunos? O nosso estudo pretende dar algumas respostas a esta questão, analisando, num primeiro momento, aspetos relacionados com a importância e o papel da colaboração e da literacia da informação na biblioteca escolar e o papel desta no sucesso educativo. Numa segunda parte, apresentamos uma experiência desenvolvida com turmas do 2.º Ciclo de escolaridade, constituindo um exemplo de investigação em que se procura ver como a articulação entre o trabalho curricular da turma e a biblioteca escolar pode contribuir para o desenvolvimento de competências essenciais nos alunos desse nível de escolaridade.
The school library has been the object of several studies that highlight its importance in today's society. In the school library we can find answers to the new challenges of the information society, namely thought the development of information literacy competences. Among the several functions of today’s school library it is intended it’s integration in the teaching and learning process. Collaboration between classroom teachers and the teacher librarian is essential so that students develop skills in reading and information literacy, promoting educational success. How can the school library integrate curricular activities and promote educational success, linking information literacy with the work done by students? Our study aims to provide some answers to this question, looking first at some aspects related to the importance and role of collaboration and information literacy in the school library. In the second part of our study we present an experience developed with classes of the second cycle of education, providing an example of action-research which attempts to see how the relationship between the curricular work in the classroom and the school library can contribute to the development of key skills of the students involved.
Maia, Maria Teresa Alcobia. "A biblioteca escolar e o ensino da história: estudo de caso." Master's thesis, 2011. http://hdl.handle.net/11328/192.
Full textPinheiro, Joaquim António. "A biblioteca escolar no contexto da escola inclusiva." Master's thesis, 2014. http://hdl.handle.net/10400.2/3495.
Full textA biblioteca escolar pode e deve fazer a diferença, fomentando o gosto pelo livre acesso ao conhecimento, contribuindo para formar potenciais utilizadores de outras bibliotecas, capazes de utilizar diferentes ferramentas de trabalho na sua integração no meio profissional e social. A evolução das conceções pedagógicas contemporâneas veio acentuar o papel do aluno no processo ensino/aprendizagem. Aprender é procurar, pesquisar, questionar, tratar informação e saber aplicá-la no contacto com o mundo que nos rodeia. Assim, todos os alunos devem ser incentivados para a utilização da biblioteca escolar, não como atividade marginal ou secundária, mas como estando no centro do desenvolvimento curricular e formativo. A biblioteca escolar apresenta-se hoje como um centro de recursos informacionais e parte integrante do processo de ensino-aprendizagem, tornando-se responsável, em grande medida, pela promoção e desenvolvimento das competências de leitura e literacia, que permitirão aos alunos, a integração efetiva e profícua na sociedade do conhecimento. O trabalho colaborativo, nomeadamente entre o professor bibliotecário e os restantes professores da escola, incluindo os que trabalham com alunos com necessidades educativas especiais, surge também nos novos paradigmas educacionais como promotor de mudança na escola, fomentando práticas educativas inovadoras, tornando-se fator de desenvolvimento profissional e de construção de comunidades de aprendizagem. Tendo em consideração o contexto descrito, o nosso estudo, desenvolvido no concelho de Amarante, pretendeu analisar o modo como os professores de educação especial e os professores bibliotecários perspetivam a biblioteca escolar no âmbito do trabalho com os alunos com necessidades educativas especiais.
The school library can make a difference by promoting free access to knowledge. Therefore the school library also develops users’ skills enabling them to exploit other kinds of libraries and different sorts of tools that could be integrated into their professional and social environment. Current pedagogical theories have increased the role of the student in the teaching/learning process. Learning is based on searching for, questioning, handling and applying information in real world scenarios. In this sense, all students should be encouraged to use the school library instead of considering it as a marginal or secondary activity since it is at the center of the learning curriculum. Currently, the school library is considered a center of information resources and a vital part of the teaching/learning process. The SL is largely responsible for the promotion and development of literacy and reading skills that will allow an effective and fruitful integration of students into the knowledge society. Collaborative work between the teacher librarian and other teaching staff, including those who work with students with special needs, can be considered within the new educational paradigms as a changing element for schools, fostering innovative educational practices while contributing to the development of professional skills and learning communities. In this sense, this study is based on examining the conceptions of special education teachers and teacher librarians perceive the scholar library at Amarante municipality in the context of working with students with special educational needs.
Rodrigues, Maria de Fátima Macedo. "Biblioteca escolar e trabalho colaborativo: a formação de professores no projeto Jornadas Literárias Ler (n)o Douro." Master's thesis, 2020. http://hdl.handle.net/10400.2/9924.
Full textThese past decades, school libraries have been taking on a more relevant role in promoting reading and in readers’ training, namely in the development of literacy skills that are present in the learning process and the construction of knowledge, both crucial elements for the 21st century citizen. Nevertheless, fulfilling this purpose requires that the action of school library be contextualized in the curriculum approach and integrated in curricular enrichment, which, in turn demands collaborative work among other aspects. The project Jornadas Literárias Ler (n) o Douro was created to fulfil such purpose by combining the promotion of reading, training within literacies and the development of collaborative work. The project’s design and execution demanded a specific orientation regarding procedures and strategies to be adopted during its implementation, implying therefore the participants’ training, namely that of teachers. For this reason, the training course Biblioteca Escolar e trabalho colaborativo – um contributo para as Jornadas Literárias Ler (n)o Douro was implemented, crosscutting the operationalization of the mentioned project that supported the planning and the development of activities performed within it, providing the key theoretical assumptions and guiding the actions performed. This training is the study subject of this research and the assessment of its impact in the development of collaborative work between teachers and school libraries its main goal. We concluded that guidance and support provided in the training, and the subsequent implementation of cross-disciplinary projects, performed through partnerships with teachers, students and other educational agents, positively and clearly boosted the development of collaborative work between the school library and teachers, substantially contributing to the success of Jornadas Literárias Ler (n)o Douro and assisting in the learning needed to achieve educational success.
Serras, Alda Cristina Antunes. "A biblioteca escolar e o 1.º Ciclo: projeto de intervenção no âmbito da articulação curricular." Master's thesis, 2012. http://hdl.handle.net/11328/223.
Full textJorge, Ana Magda de Oliveira Simões. "A biblioteca escolar e o trabalho colaborativo: o caso de uma escola secundária na Área Metropolitana do Porto." Master's thesis, 2020. http://hdl.handle.net/10400.2/9859.
Full textThe investigation project that we propose to undertake is based in one of the assumptions to the educational success of students: the collaborative work between the school library and the various subjects’ schoolteachers. There are several international studies that reveal the importance that the tight collaboration between the library and teachers has in the development of skills in the domain of the information literacy. Researchers such as Haycock (2003) or Ross Todd (2002) are supported by investigation work that demonstrate the impact of the School Library (SL) in the students learning process. Hence, it is urgent to promote a relationship of complicity so that activities are discussed, planned and executed that make the learning process more successful, providing students the tools that will allow them to learn how to learn and to be autonomous users and critics of information. However, what is observed in our schools is that the majority of teachers, although aware of the need to equip students with information literacy skills, do not yet perceive the school library as a partner to undertake a collaborative work in this area. The coordination amongst departments is still occasional, circumstantial and developed, vastly in the subject areas in the Humanities. It is from the observation of this reality that this investigation project is created in which we aim to understand the way teachers of a certain school perceive and relate with the library. In parallel, we intend to reflect upon the influence of curriculum and administrative leaderships (directors and department heads) in the promotion and development of links between subject area departments and the school library. To reach the outlined objective, we have developed an investigation that fits in a case study, having as instruments the data collection done by interview and questionaries’ inquiries. From the analysis of the results, we intend to understand the established dynamics in the selected school and point out some guidelines for the future seeking a change in practices and the constitution of collaborative work communities that will promote educational success.
Branco, Isabel Maria Sintra Teixeira. "Colaboração entre docentes e professores bibliotecários: estudo de caso numa biblioteca escolar." Master's thesis, 2020. http://hdl.handle.net/10400.2/9927.
Full textThe constant innovation and change entail responsibilities to the school, which must provide students with the necessary resources to any challenge. Working with teachers and families towards a common end, libraries are mediators who are finding their place within the educational community to develop collaborative work. This is an essential practice for teachers and students to promote reflective training, satisfaction, motivation at school and even to define the climate and culture. The main objective of this study is to contribute to the promotion of collaborative work between teachers and the school library. Starting from the question “how can collaborative work between teachers and the school library, be effective and could improve?”, we revisited norms and guidelines for the work of the library team; we worked on the skills of the teacher librarian; we addressed the issues of school climate and culture; teachers' satisfaction and motivation and finally on the theme of collaborative work. The empirical study was composed by the analysis of the school's guiding documents; surveys by interview with team members and surveys by questionnaire, using the results of the evaluation carried out by the library using the model produced by the Rede de Bibliotecas Escolares. The preparation and / or analysis of the documents was based on the selected theoretical contents. Through document analysis and quantitative and qualitative analysis, we intended to identify and characterize the collaborative work practices between the library team and the other teachers. The empirical study was composed by the analysis of the school’s guiding documents, in a perspective of analysis of references to collaborative work; surveys by interviewing team members, highlighting in their analysis the above theoretical concepts and also questionnaires of Rede de Bibliotecas Escolares. We conclude that in the school under study there is room for improvement in the references to collaborative work, in the guiding documents and that the working practices between teachers and school library do not configure models of collaboration. Regarding the school library evaluation model, produced by the Rede de Bibliotecas Escolares, we present some suggestions for improvement.
"Modelo unificado de planeación y aprendizaje colaborativo, para el desarrollo de habilidades de pensamiento crítico desde la biblioteca escolar." Tesis, Universidad de las Américas Puebla, 2004. http://catarina.udlap.mx/u_dl_a/tales/documentos/mce/de_l_ga/.
Full textSoares, Isabel Maria Pardal Hanemann Soares. "Contributos para a avaliação e a animação da colecção da biblioteca escolar Cândida Reis numa perspectiva de trabalho colaborativo." Master's thesis, 2011. http://hdl.handle.net/10400.2/1825.
Full textA colecção de uma biblioteca (escolar), entendida como um conjunto de recursos documentais, de vários tipos e em diferentes suportes, de acesso local ou remoto, deve ser pensada e avaliada em função do público específico que vai servir e das respectivas necessidades, tanto a nível de conteúdos como de suportes, bem como das condições físicas e materiais disponíveis. Para garantir o princípio da adequabilidade da colecção, é necessário pois proceder a um estudo destes dois vectores orientadores – público e necessidades –, assumindo como certo que tal estudo terá de ser periodicamente revisto, em função das mudanças que possam entretanto ocorrer no respectivo universo de referência. No entanto, uma colecção que, sendo periodicamente avaliada, responda aos requisitos estabelecidos não garante, por si só, os níveis de utilização esperados. Determinar, no que concerne os docentes de Ciências Naturais, neste caso a nível das subclasses 502, 504, 549, 55, 56, 575 e 576/578 da tabela de classificação de assuntos decorrente da Classificação Decimal Universal (CDU) usada na Biblioteca Escolar Cândida Reis, quem está a usar o quê, com que fins e com que frequência é importante para compreender as tipologias de utilização em curso, mas não é suficiente na perspectiva da rendibilização dos recursos informativos. Reunidas essas informações, é crucial, acreditamos, passar à fase da animação do fundo em causa, a qual pode passar pelo estabelecimento de relações colaborativas entre professor bibliotecário (PB) e, no caso em análise, docentes de Ciências Naturais, explorando possíveis mecanismos, procedimentos e actividades de articulação dos curricula da área curricular disciplinar em questão com a colecção da biblioteca, com vista a um modelo de trabalho integrado. É, pois, nesta tripla perspectiva de avaliação e de animação destas subclasses, bem como de trabalho colaborativo que nos propomos realizar este trabalho.
A school library collection, thought as information resources of various types and different formats and allowing local or remote access, should be conceived and assessed focusing on the clientele it serves, as well as on its needs, in what refers to content and formats, and the physical and material conditions available. To ensure that a given collection is adequate it is thus necessary to analyse both the community it serves and the needs of that clientele, and periodically review such studies in order to up date the information. Nevertheless, a collection periodically assessed and developed accordingly may not in itself guarantee the expected level of use. To determine, as far as Science teachers are concerned, who is using what Cândida Reis School Library CDU sub classes 502, 504, 549, 55, 56, 575 and 576/578, for what purposes and with which frequency is important in order to understand the uses of such resources but it’s not enough to potentiate maximum usage. After gathering the information pertaining to use, we believe that it is crucial to enliven such resources, further activating their use, which can be accomplished, amongst other possibilities, by establishing collaborative working relations between teacher librarian and, in this case, Science teachers. By doing so, it is possible to explore potential mechanisms, procedures and activities that combine science curriculums with the school library collection in order to attain a more integrated working model, in what concerns curriculums implementation as well as collection management. Our work will be developed in reference to the sub classes previously indicated and will follow a triple perspective: collection assessment and enlivening and collaboration between teacher librarian and Science teachers.
Salgado, Bernardo d'Orey. "A biblioteca escolar enquanto polo dinamizador do trabalho colaborativo e do cruzamento de saberes: reflexão crítica de uma prática." Master's thesis, 2020. http://hdl.handle.net/10400.2/9974.
Full textCollaborative work and the interaction of different kinds of knowledge constitute fundamental elements for the necessary renovation of current pedagogical practices and for their adaptation to the challenges posed by the information society and by an increasingly globalized world. The need for this renovation was strengthened by recent legislation regarding curricular flexibility and a definition of the profile of the 21st -century student. Unfortunately, educational transformations have been met frequently with a generalized resistance to change, resulting in standardized classes centred in the professor’s knowledge and in the contents of the manuals. School libraries play a fundamental role in this context and they can and should be a central element in the revitalization of the educational landscape. The collaboration between the professor-librarian and the various curricular-professors may be an important factor to renovate the current paradigms and to combine efforts in the developing of more stimulating dynamics. The contributions of a school library team and of a professor-librariam for the revitalization of the library and of the curriculum towards a growing interaction of knowledge is the main focus of this thesis. Its first part deals with different national and international perspectives on the subject. The second part describes a specific intervention plan to revitalize a school library. The third part is dedicated to the analysis of several interviews conducted with some of the stakeholders in the revitalization process of the library studied here. The case study methodology was used in a qualitative and self-reflective perspective centred on the analysis of the content of the interviews that were conducted. This thesis identifies the strengths and weaknesses of the work developed, the elements that were enablers and inhibitors of the goals established, and its inherent limitations. It concludes by pointing out the importance of a plan of revitalization focused on identified needs and on the promotion of collaborative work and knowledge interaction.
Rodrigues, Maria do Céu Gomes Dias. "Estratégias para demonstrar o valor da biblioteca escolar e obter colaboração : um estudo numa escola secundária com 3º ciclo." Master's thesis, 2010. http://hdl.handle.net/10400.2/1706.
Full textO “Apoio ao desenvolvimento curricular” exige uma relação próxima entre a biblioteca escolar, os professores e as estruturas da escola. Através de um estudo de investigação-acção, testámos a viabilidade da introdução de um nível de interacção mais elevado entre o professor bibliotecário e os professores, com o intuito de desenvolver nos alunos competências de literacia de informação. Para o efeito, analisámos as concepções dos docentes sobre o ensino destas competências e sobre a função da biblioteca escolar e testámos diversas estratégias com o intuito de as tornar mais favoráveis à colaboração. Procurámos desenvolver o programa de intervenção da biblioteca escolar no que concerne à qualidade, participação, abrangência curricular e à sustentabilidade, que apenas se pode alcançar através do trabalho colaborativo. A opção metodológica pela investigação-acção justifica-se pois pelo facto de pretendermos compreender e melhorar a nossa acção, a par das condições em que a mesma decorre. Acresce que, para além desses benefícios, a investigação-acção se adequa especialmente ao desenvolvimento das bibliotecas escolares, já que ao ser conduzida através da colaboração, concorre, também, para a sua consolidação.
The "support for curriculum development" requires a close relationship between the school library, teachers and school structures. Through an action research study, we tested the feasibility of introducing a higher level of interaction between teacher librarians and teachers. Our aim was to develop information literacy skills in students. To achieve this we analyzed the conceptions of teachers and the role of the school library on teaching these skills and tried several strategies in order to make them more favourable to a collaborative work. We sought to develop the intervention program of the school library in terms of curriculum quality, participation, inclusiveness and sustainability, which can only be achieved through collaborative work. The action research methodology chosen is therefore justified by the fact that we wanted to understand and improve our action, along with the conditions in which it arises. Moreover, in addition to these benefits, action research especially suits the development of school libraries because, while being conducted through collaboration, it is also a means for their consolidation.
Pais, Maria Paula Marques Baptista Coelho. "A aprendizagem baseada em recursos e a promoção da autonomia dos alunos no Quadro da Biblioteca Escolar." Master's thesis, 2013. http://hdl.handle.net/10400.2/3530.
Full textA aprendizagem centrada em recursos (resource based learning) envolve uma forte apropriação do processo de ensino-aprendizagem pelos alunos e a tomada de consciência de que o conhecimento é algo de muito pessoal que se vai construindo de acordo com o ritmo de aprendizagem individual e os interesses pessoais. Atual porquanto reconhecedora da importância fundamental da personalidade do aprendente no próprio processo de ensino-aprendizagem, esta metodologia apresenta um grande apelo ao trabalho do mediador enquanto elo de ligação aos recursos, escritos e não escritos e de mobilizador ativo dos estudantes na procura dos mesmos. Profundamente interligada ao aperfeiçoamento das novas tecnologias, novos suportes e novas literacias, responsáveis pela multiplicidade dos recursos disponíveis em contexto educativo, esta abordagem contribuiu igualmente para atenuar o tradicional fosso existente entre professores e alunos no acesso à informação, contribuindo para uma maior acessibilidade e democratização deste caminho. Desempenham aqui um papel fundamental as Bibliotecas Escolares, trabalhando as múltiplas competências afetas às literacias da informação, suporte de escolhas críticas e refletidas no campo da leitura e da aprendizagem, da pesquisa da informação e promotora de formas mais claras e sistemáticas de organização, seleção e recuperação da mesma. Assim, colocaram-se como como pontos de partida a esta investigação, questões que se prendem com a relação desenvolvida entre os alunos e os recursos de que dispõem para o seu trabalho académico, através dum processo mais individualizado de aprendizagem e com o papel da biblioteca escolar enquanto polo essencial para a elaboração, conservação e disponibilização destes recursos. Pretendeu-se analisar a relação existente entre a autonomia pedagógica dos alunos e a construção de recursos didáticos no contexto da biblioteca escolar, promovendo o papel pedagógico da mesma no seio da comunidade educativa. Pretendeu-se verificar como é que a apropriação desse espaço em termos emocionais poderá ser promotor da sua autonomia académica e do próprio processo de aprendizagem por parte dos alunos, com vista a uma maior apetência pelo sucesso escolar. Deste modo, esta dissertação desenvolveu-se, em dois grandes blocos. A primeira parte destinada ao enquadramento conceptual e suas implicações, bem como ao papel dos professores e, particularmente, do professor bibliotecário enquanto mediador deste processo. A segunda parte apresenta o estudo empírico, a abordagem metodológica ao problema em estudo, procedendo-se à caracterização e contextualização do mesmo e terminando com a descrição do projeto de intervenção e a apresentação, análise e discussão dos resultados obtidos. No final apresentam-se as conclusões e as principais linhas de rumo por elas lançadas.
The resource based learning involves a strong ownership of the process of learning by the students and the awareness that the knowledge is something very personal that will be built according to the individual learning rhythms and the personal interests. Recognizing the core importance of the learner’s personality in the very process of teaching and learning, this methodology features a wide call for mediator's role as a link to the different resources, and works as an active mobilizing tool for the students in demand for resources. This approach is intimately linked to the improvement of new technologies, new media and new literacies, responsible for the multiplicity of the available resources in educational context. This approach also helped to mitigate the traditional gap that exists between teachers and students in accessing information, contributing to a greater accessibility and democratization of this way. School Libraries play here an essential role, working on multiple skills associated to information literacies, being the support of critical choices reflected in the field of reading and learning, information research and promoting clearer and more systematic forms of organization, selection and recovering of information. The main starting points to the research were issues related to the relationship developed between the students and the resources available to their academic work, through a more individualized learning process and with the role of the school library as a vital hub for the design of these activities. It was intended to examine the relationship between pedagogical autonomy of the students and the construction of didactic resources in the context of the school library, promoting its pedagogical role within the educational community. We also intended to verify how the appropriation of this very space in emotional terms can be a promoter of their academic autonomy and of learning process by students, having in mind a greater willingness for school success. The dissertation was developed in two major blocks. The first part presents the conceptual framework and its implications, as well as the role of the teachers and, particularly, of the teacher librarian as a mediator of the analyzed learning processes. The second part presents the empirical study, the methodological approach to the problema under study, the characterization and contextualization of the project and ending with the description of the intervention and presentation project, analysis and discussion of the results. At the end, conclusions are presented and the main bearing lines launched by them.
Araújo, Helena Cristina dos Santos de. "Projetos de leitura e trabalho colaborativo : conceções e práticas de professores e professores bibliotecários." Master's thesis, 2012. http://hdl.handle.net/10400.2/2349.
Full textA colaboração é cada vez mais importante em educação porque se considera que o trabalho colaborativo facilita o sucesso das aprendizagens. É, por isso, fulcral que se implemente nas escolas portuguesas uma cultura colaborativa, de forma continuada e concertada, assente no reconhecimento das vantagens da colaboração. Este estudo surgiu para responder a este desafio, promovendo uma reflexão e análise de conceções e práticas de colaboração entre professores e professores bibliotecários, no âmbito específico dos projetos de leitura desenvolvidos em três escolas do concelho de Oeiras. Assim, definiram-se os seguintes objetivos para este estudo: conhecer as conceções dos professores sobre colaboração, identificar práticas de trabalho colaborativo, analisar o papel do professor bibliotecário no desenvolvimento do trabalho colaborativo e analisar o impacto que os projetos de leitura têm no desenvolvimento do trabalho colaborativo. A investigação tomou a forma de um estudo de caso que decorreu, em simultâneo, naquelas escolas do referido concelho e os métodos de recolha de dados utilizados foram o inquérito por questionário, o inquérito por entrevista e a análise documental. O estudo permitiu concluir que os professores inquiridos nestas escolas têm algumas dúvidas em relação ao conceito de colaboração mas reconhecem as suas vantagens e estão conscientes das dificuldades que lhe são inerentes. Além disso, consideram que os fatores que influenciam a colaboração estão muito ancorados nas relações interpessoais e que são marcados pelo sentimento de desvalorização da profissão. O papel do professor bibliotecário no desenvolvimento do trabalho colaborativo é percecionado como muito importante pelos professores e aquele assume uma posição de relevo na coordenação dos projetos. Por sua vez, também os projetos de leitura são reconhecidos como potenciadores de práticas colaborativas. Em suma, as bibliotecas escolares das escolas analisadas apresentam várias propostas de atividades e estratégias colaborativas aos professores mas os parceiros ainda não trabalham em conjunto na planificação de aulas e na avaliação dos alunos. Contudo as escolas mencionadas assumem-se como eixos centrais de um conjunto de atividades/estratégias colaborativas, ajudando a comunidade educativa a valorizar mais a leitura.
In education, collaboration is increasingly important since collaborative work is considered to make successful learning easier. It is therefore crucial that in Portuguese schools a collaborative culture, based on the recognition of the advantages of collaboration, is implemented in a continuous and systematic way. This study has emerged to meet this challenge by contributing to the reflection and analysis of conceptions and practices of collaboration between teachers and librarian teachers in the specific context of reading projects developed in three schools in the municipality of Oeiras. The following objectives were defined for this study: to understand the teachers’ conceptions about collaboration, to identify collaborative working practices, to analyze the role of the librarian teacher in the development of collaborative work and to analyze the impact that reading projects have on the development of collaborative work. The research was developed in a case study which took place at the same time in the schools of the above mentioned municipality, and the methods of data collection used were the questionnaire, the interview survey and document analysis. According to our study, the teachers in these schools aren’t yet clear about the concept of collaboration, but they recognize its benefits and are aware of the difficulties inherent in this kind of work. They also consider that the factors that influence collaboration are firmly based in interpersonal relationships and are very affected by the feeling of devaluation of the profession. Teachers perceive the role of the librarian teacher in the development of collaborative work to be very important and their function as projects coordinator is recognized as relevant. Reading projects are also in turn recognized as enhancers of collaborative practices. In short, the librarian teachers and their team, in the analyzed schools, have proposed several suggestions for activities and collaborative strategies for teachers, but they still do not work together with their peers on lesson planning and student assessment. Nevertheless, these schools are considered themselves as the central axes of a set of collaborative strategies, helping the educational community to value reading.
Gonçalves, Alexandra Paula da Costa. "O papel da biblioteca escolar no desenvolvimento de competências de leitura : estudo de caso." Master's thesis, 2017. http://hdl.handle.net/10400.2/6646.
Full textSchool has as its mission to contribute to the development of learning, helping each pupil to build up his/her own knowledge, promoting the development of skills to overpass new challenges, making pupils active, self-conscious and critical citizens. These ideas can also be found in IFLA/UNESCO School Library Manifesto, when it refers that the School Library has as goal “to create and strengthen children’s reading habits since their early childhood” (2000, p.2) and adds that it is also its role “to promote Reading, as well as its resources and services among the educational/ school community and outside it” (idem). The importance of the School Library and of its services constitutes a demand that can’t be replaced at school and in the contemporary society, based on information and knowledge. The School Library develops the skills of its users, promoting lifelong learning, increasing and varying pupils learning environments (either they are digital or not) considering its diverse and complementary functions: informative, educational, cultural and entertaining. Taking into account these framework, this study presents a case study based on the work developed by the School Library in terms of Reading skills. Thus, we intended to analyse the contribution of reading and book promoting activities carried out by the School Library and their influence on the development of pupils’ reading skills, how they react and understand these activities and, finally, to examine how these activities are articulated with other curricular activities developed in the classroom.
Santos, Cláudia Susana Vieira. "O papel do professor bibliotecário : percepções e práticas." Master's thesis, 2011. http://hdl.handle.net/10400.2/2042.
Full textA biblioteca escolar assume actualmente um papel central na formação das crianças e jovens, contribuindo para que sejam autónomos e críticos na utilização da informação, na construção do conhecimento e na condução do seu processo de aprendizagem ao longo da vida. O professor bibliotecário, figura recentemente criada em Portugal, depara-se com um perfil funcional multifacetado e complexo, que o remete para uma posição de liderança e o posiciona como agente de inovação e mudança nas escolas. Este estudo partiu do objectivo de compreender de que forma os professores bibliotecários da área educativa do Norte percepcionam o seu papel, qual a importância que atribuem às diversas funções que lhes são atribuídas e em que medida estão a conseguir concretizá-las na prática. Para compreender a problemática em questão, procedemos à elaboração de um enquadramento teórico que, focando o perfil funcional do professor bibliotecário, as novas tendências no desenvolvimento das bibliotecas escolares e alguns estudos de percepção, serviu de base para o desenho deste projecto de investigação. Tendo optado por um estudo de carácter descritivo, utilizámos o inquérito por questionário como instrumento de recolha de dados. Confirmando as hipóteses de investigação inicialmente formuladas, concluímos que os professores bibliotecários valorizam a generalidade das suas funções, apesar de não as concretizarem na mesma medida. As discrepâncias entre percepção e prática verificam-se nas funções que implicam o trabalho colaborativo com os docentes e que envolvem competências nas novas literacias. Os dados qualitativos recolhidos reforçam a dificuldade encontrada na implementação do trabalho colaborativo, constrangimento que explica igualmente a dificuldade em desenvolver projectos envolvendo as novas literacias. Concluímos igualmente que existe uma correlação entre a capacidade de comunicação do professor bibliotecário e o grau médio de discrepância percepção/prática, o mesmo não se verificando relativamente à capacidade de liderança. Contrariamente às expectativas iniciais, a existência daquela discrepância não influencia negativamente a satisfação profissional dos professores bibliotecários.
The school library currently assumes a central role in preparing students as it helps them grow into autonomous and critical users of information, builders of their own knowledge and conductors of their lifelong learning process. Teacher librarians face a multifaceted and complex set of functions, which places them in a leadership position as agents of innovation and change in schools. This study sought to understand how the teacher librarians in the North of the country perceive their functions, that is, how important they consider them and to what extent they practice them. In order to understand the problematic, we reviewed some documents concerning the teacher librarian’s professional profile, the most recent guidelines for school libraries, as well as some perception studies, theory that was the basis for designing this research project. We chose to conduct a descriptive study and used the survey for data collecting. Confirming the initial research hypothesis, we concluded that teacher librarians value most of their functions, although they do not practice them to the same extent. Discrepancies between perception and practice were found in the functions implying collaboration with classroom teachers and involving the new literacies. Qualitative data support the difficulty found in promoting collaboration with classroom teachers. This restraint also accounts for the difficulty in developing projects involving the new literacies. We also concluded that there is a correlation between the teacher librarians’ communication skills and the perception/practice discrepancy. This correlation was not found as far as leadership skills are concerned. Opposite to what was expected, the existence of that discrepancy does not influence teacher librarians’ professional satisfaction.
Sousa, Paula Cristina de Santos e. "O contributo da biblioteca escolar na aquisição de competências de oralidade em contexto escolar." Master's thesis, 2018. http://hdl.handle.net/10400.2/7505.
Full textThe study presented in this document was conceived and implemented thanks to the collaborative work between the Portuguese teacher, her students from year 9, class F, and the library at the Agrupamento de Escolas Soares Basto, in Oliveira de Azeméis, in the district of Aveiro. This document aims to demonstrate how the school library contributed to improving the quality of the success achieved by the students, mainly regarding the development of Informational Literacy skills, along with the curriculum for the 9th grade, especially in oral communication. Throughout this document, a group of methodological procedures will be put into practice and developed for the project “Prontos para Falar!” (“Ready to Speak”), which include planning, operationalization and evaluation, followed by some reflexion made both by the students, on one hand, and by the teacher and librarian teacher, on the other hand. This project work, which followed the Investigation-Action Methodology, aims to show the degree of educational success which resulted from it, as well as the items and aspects to be developed in the future, while aiming for further improvement and implementation in this specific school. At the same time, this project work was the starting point, so that, in the future, all its resources may be used by all the educational community, consolidating its implementation. The project work “Prontos para Falar” (“Ready to Speak”) resulted in very positive outcomes even though some aspects lacked further admeasurements. Once again it will be proved that the school library stands as an added value in the entire teaching- learning process and that a very strong collaborative and articulated work is required between teachers and the school library team for the achievement of certain goals and objectives.
Costa, Sílvia Cristina dos Santos Marques da. "A relação entre a formação do professor bibliotecário e o trabalho desenvolvido entre a biblioteca escolar e a sala de aula." Master's thesis, 2021. http://hdl.handle.net/10400.2/11243.
Full textThe training of library teachers has been encouraged and valued by the School Library Network as a driver of added value and good practices. Undoubtedly, the nature of the position entails numerous technical and pedagogical functions for which basic training does not always offer adequate knowledge, which implies, necessarily for its exercise, a training investment in specific knowledge and skills. It appears that the formative development in the area of school libraries, both in the continuous modality and in the specialization modality, is not equally effective for all library teachers, and that, on the other hand, the school realities that these professionals face daily in their practices are very different from each other, taking into account not only the particular contexts of each educational establishment, but also the work processes they develop. As it is important for schools to establish collaborative work dynamics, where the cooperation of different teachers must contribute to better teaching and better learning of essential knowledge for the formation of capable and responsible citizens, we consider it pertinent to investigate to what extent the training of library teachers it relates to the work that is developed between the school library and the classroom, in order to complement and enrich the curricular learning carried out by the students. In this attempt, we proceeded to carry out the present investigation which studied, restricted to the vicissitudes of the atypical situation that arises, the reality of five library teachers who are attached to groups of schools circumscribed to the sub-region of the Alentejo Litoral. To this end, we carried out a case study, in order to understand in depth the specific phenomenon, and used, as instruments of data collection, surveys by questionnaire and interview. The conclusions we reached, not only contributed, as expected, to the understanding of the role of training in the articulation of work between the school library and the classroom, but also, in our understanding, in due time, for a better understanding of how it is established and how the work carried out in cooperation between librarian teachers and disciplinary teachers is developed.
Pereira, Ana Maria Marcos Moura. "Biblioteca escolar para todos : a colaboração com os professores titulares de turma do 1º ciclo : um estudo sobre a realidade do distrito da Guarda." Master's thesis, 2013. http://hdl.handle.net/10400.2/2651.
Full textCom este estudo pretendeu-se conhecer o trabalho desenvolvido colaborativamente por professores bibliotecários e professores do 1º ciclo, partindo das perspetivas dos envolvidos. O trabalho foi dividido em duas partes complementares. Uma primeira parte de enquadramento teórico, onde se esclarecem conceitos associados ao trabalho colaborativo, se aborda alguns aspetos específicos do funcionamento do 1º ciclo do ensino básico em Portugal e se apresentam alguns aspetos diretamente relacionados com o papel e o trabalho desenvolvido pelas bibliotecas escolares e pelos professores bibliotecários. Na segunda parte são apresentados e analisados os dados recolhidos a partir dos questionários aplicados a professores titulares de turma do 1º ciclo, do distrito da Guarda, das cinco entrevistas realizadas a professores bibliotecários e da análise documental. Os dados recolhidos permitiram concluir que a colaboração entre os professores bibliotecários e os docentes do 1º ciclo existe, mas corresponde a um nível de colaboração baixo, acontece essencialmente a propósito de realização de atividades ou eventos pontuais e está centrada no domínio da promoção da leitura. Apesar das experiências de colaboração com a biblioteca escolar serem avaliadas como positivas pelos docentes do 1º ciclo, elas não correspondem ainda às expetativas dos professores bibliotecários. Entre os fatores que facilitam a colaboração, os professores do 1º ciclo valorizam a cultura de escola, a integração docentes na equipa da biblioteca escolar e a divulgação alargada da coleção da biblioteca. Entre os constrangimentos identificados quer por docentes quer por professores bibliotecários, destacam-se o tempo e a falta de formação dos docentes na área específica das bibliotecas escolares.
With this study we wanted to know more about the collaborative work developed between teacher librarians and elementary school teachers, from their own points of view. The work was divided in two complementary parts. The first part is the theoretical framework, where are clarified some concepts associated with the collaborative work, are raised some specific aspects of the elementary schools in Portugal, and are presented some aspects directly related with the role and the work of school libraries and teacher librarians. In the second part, are presented and analyzed the data collected from elementary school teacher’s inquiries in the district of Guarda, from the five teacher librarians’ interviews and documental analysis. The collaboration between teacher librarians and elementary school teachers exists, but it corresponds to a low level of collaboration, it happens essentially in casual activities or events, and it’s centered in the promotion of reading skills. Despite the experiences of collaboration with the school library be evaluated as positive by the teachers of the elementary schools, they do not match the expectations of teacher librarians. Among the factors that make the collaboration easier, the elementary school teachers value the school culture, the teacher’s integration in the library team and the enlarged promoting of the library collection. Among the embarrassments identified by teachers and teacher librarians, we can highlight the time and the lack of knowledge in the specific area of school libraries.
Duarte, Helena Margarida Casal. "Educação para todos em Cabo Verde: o contributo da biblioteca escolar: o caso da Escola Secundária da Ilha da Boa Vista." Master's thesis, 2020. http://hdl.handle.net/10400.2/10022.
Full textThis work is the result of an adventure that began when a problem was identified: the existence of an abandoned Library space, which caused the discontent of an entire educational community. In the most positivist line of human thought, problems are challenges and this was the turning point in the destiny of the Library where we decided to intervene. In the investigative path we have built, we initially approached a set of elements that fit the problem, namely the role and importance of the school library and aspects related to the educational challenges of a young country like Cape Verde. In the empirical study, we present the procedures followed for the library transformation path: analysis of the library situation (SWOT analysis) and proposals for improvement, application of a questionnaire to teachers and development of some activities to promote the library. The data collected shows that the necessary change to have a School Library, in the high school under study, is within reach of a close collaboration between the direction, the faculty and the appropriate partners.
Baião, Zelinda Ferreira. "Projetos de leitura aLeR+, transversalidade curricular e trabalho colaborativo : uma análise na educação pré-escolar, no ensino básico e secundário." Master's thesis, 2015. http://hdl.handle.net/10400.2/4385.
Full textSaber ler é uma das competências indispensáveis à vida numa sociedade em constante desenvolvimento e a motivação para a leitura deve surgir o mais cedo possível na vida de qualquer criança. Contudo, não basta saber ler; é necessário aprender a ler para compreender, sendo que é na escola, mas também na família, que se alicerça esta aprendizagem. Partindo destes pressupostos elaborámos o nosso trabalho baseando-nos na análise de Projetos de leitura aLeR+, do Plano Nacional de Leitura, de seis escolas, os distritos de Lisboa e Setúbal. Tivemos como intuito entender até que ponto estes mesmos Projetos motivam os alunos para a leitura, potenciam melhores aprendizagens, possibilitam a transversalidade curricular e fomentam o trabalho colaborativo entre docentes. Na primeira parte, num enquadramento teórico, centramo-nos na motivação para a leitura na infância e na adolescência, abordando a temática da leitura e do currículo escolar. Colocamos o nosso enfoque no desenvolvimento dos Projetos nas escolas com o objetivo de averiguar, por um lado, a existência de articulação curricular e, por outro, a presença de trabalho colaborativo entre o professor bibliotecário, coordenador do Projeto, e os outros professores envolvidos. Na segunda parte, através da análise documental, procedemos ao estudo dos Projetos das seis escolas, completando-o com a realização de doze entrevistas: seis aos coordenadores dos Projetos nas escolas e seis aos professores envolvidos nos mesmos. Pretendemos, ainda, conhecer as conceções dos professores sobre o trabalho colaborativo. No tocante à operacionalização do Projeto os professores envolvidos consideram existir colaboração sendo que a biblioteca escolar e o professor bibliotecário são pilares essenciais neste processo. As coordenadoras advogam a necessidade de um maior envolvimento dos departamentos curriculares sobretudo de disciplinas onde é mais difícil obter a colaboração dos docentes. Contudo, o estudo permitiu concluir que nestas é feito um esforço no sentido de desenvolver atividades promotoras de leitura destinadas à comunidade escolar. O facto de as escolas estarem integradas em agrupamentos e de envolverem professores de diferentes ciclos e disciplinas contribui para alterar algumas práticas letivas. Verifica-se, ainda, a existência de alguma transversalidade curricular visando uma melhoria nas aprendizagens dos alunos.
Reading is an essential competence in a society in constant development and reading motivation should appear as early as possible in the life of any child. Nevertheless, it is not enough to be able to read; it is necessary to learn how to read in order to understand, and this learning is provided both in school and within the family. Based on these assumptions we carried out our study by analysing the projects aLer+, of Plano Nacional de Leitura, from six schools in Lisbon and Setúbal. It was our aim to understand to what extent these projects motivate students to read, enhance a better learning, make possible curriculum transversality and promote collaborative work among teachers. In the first part of our study, as a theoretical framework, we centered ourselves in the reading motivation during childhood and adolescence, focusing both on the school curriculum and reading. We analysed the development of the Projects in the schools with the purpose of finding out about the existence, on one hand, of curriculum articulation and, on the other hand, of collaborative work between the teacher librarian, the coordinator of the Project and other teachers. In the second part, through a documental analysis, we examined the Projects and carried out it with twelve interviews: six to the coordinators of the Projects in the schools and six to the teachers involved. We also intended to learn about the teacher’s conceptions on collaborative work. Regarding the implementation of the Project, the involved teachers consider that there is collaboration and that the school library and the teacher librarian are essential in this process. The coordinators advocate the need for a bigger involvement of the curriculum departments, especially of the subjects from which it is more difficult to obtain the collaboration of the teachers. Nevertheless, this study allowed us to conclude that in these schools is made an effort to develop activities that promote reading for the whole school community. Since all these schools belong to school groups and the involved teachers are from different grades and teach different subjects, this can lead to some changes in teaching practices. Finally, there is evidence of the existence of some curriculum transversality with the aim of improving the students learning.
Costa, Maria do Carmo da Cunha. "A literatura para a infância na construção de uma consciência ambiental no jardim-de-infância: a colaboração da biblioteca escolar." Master's thesis, 2020. http://hdl.handle.net/10400.2/9407.
Full textTo talk about Environmental Education to pre-school education students through the reading and exploitation of children stories happens frequently and it is very important to the pedagogical practice and thus leading to a big progress in the quality of education. Nowadays school libraries have great influence on the development of the pleasure and the habit of reading and attending a library. A school library is also an important tool of collaboration and it promotes processes that were built and experienced during the educational practice. In this perspective, we can see with this work the investigative progress developed with a group of children from a kindergarten. The study was led according to the Curricular Orientation to a Pre-school Education, the School Curricular Project and Curricular Structure to a Pre-school Education and with the Educative Project in conjunction with the Annual Plan of Activities. With this research I tried to know the children’s perceptions towards the environment and an environmental awareness through a group of activities carried out from children’s books. I tried to understand if they reflect the activities performed by the children. Also sought to identify lines of intersection between the entertaining and pedagogical goals of Literature to Children and his pedagogical virtues, specifically with regard to ecological literacy.
Silva, América. "As TIC na promoção do sucesso educativo dos alunos com necessidades educativas especiais (NEE)." Master's thesis, 2017. http://hdl.handle.net/10400.2/6873.
Full textThis research work in education analyzes the relevance of the use of Information and Communication Technologies (ICT) in education, and the contribution that they can give in what the development of social and cognitive competences (skills) of the student with special educational needs (SEN) is concerned, by promoting his inclusion. In this context, and according to the new paradigms of the education of the 21st century school, due to the demands of the global society, it is inevitable that we talk about technologies, about new tools and resources in education, about educational success and social inclusion. It is worth pointing out the contribution, support and collaboration that the School Library, through its team and its own resources, can provide for the student, taking into account the library's unique characteristics for the promotion of teaching and learning skills. In developing a collaborative work with all the teachers with the purpose of promoting inclusion, equity, the sharing of knowledge and the development of skills, the School Library contributes to the educational success of the student and to the building of his life project. With this research, we have achieved a more precise, profound and sustainable knowledge about the daily life of the school under investigation in what the problems of students with SEN are concerned. This work took the form of a case study research, developed according to a qualitative approach. The participants in this case study were class tutors, ICT teachers and support service technicians and the research focused on the universe of students with SEN attending the school under investigation. As methods of data collection, we have used interviews, document analysis, non-participant direct observation, and diaries. We have reached the conclusion that ICTs, as tools that promote motivation, autonomy, self - esteem and interaction, offer significant advantages for the cognitive, physical, social and emotional development of students with SEN.