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Advisor(s)
Abstract(s)
As bibliotecas escolares têm ao seu dispor tecnologias cada vez mais diversificadas
e o acesso às mesmas encontra-se hoje muito mais facilitado. Assim, o seu papel tem de
ser reestruturado de acordo com as características do público que as frequenta e têm de
estar preparadas para os enormes desafios que esta sociedade do conhecimento lhes
solicita diariamente. O estudo que se apresenta aborda a biblioteca escolar (BE) na
perceção de diferentes agentes educativos: alunos, professores e professor bibliotecário,
procurando-se compreender o seu papel na promoção das aprendizagens dos alunos no
ensino secundário. Pretendeu-se saber que uso fazem os alunos do tempo/espaço na BE;
perceber de que forma a BE se relaciona com as atividades curriculares e a promoção das
aprendizagens; compreender como são percecionadas estas iniciativas pela comunidade
escolar, professores e alunos ao nível da sua eficácia na promoção das aprendizagens;
saber as motivações dos alunos e professores para a utilização da BE; conhecer a
perceção da comunidade educativa sobre o contributo da BE para a consecução do PEE e
perceber como se pode otimizar este recurso, na perspetiva dos diferentes atores
educativos, colocando-o cada vez mais ao serviço das aprendizagens, mantendo a sua
função enquanto centro de recursos.
Os diferentes agentes educativos revelaram que, na sua ótica, a biblioteca escolar
é um recurso importante para as aprendizagens dos alunos. No entanto, os professores
revelam algumas dificuldades em articular a sua prática letiva com a biblioteca, não sendo
vista como um parceiro. O olhar dos alunos tem de ser renovado para que os mesmos
percecionem as várias valências que a biblioteca oferece e consigam perspetivar as
potencialidades que a mesma apresenta. Assim, torna-se premente que professores e
alunos efetivem a sua participação no dia-a-dia da biblioteca, alterem hábitos, readaptem
as suas metodologias de ensino/aprendizagem e façam da biblioteca um companheiro de
viagem.
School libraries increasingly have at their disposal different technology and the access to this innovation is currently much easier. So the role that the school library plays has to be restructured, according to the characteristics of the public that uses it and it has to be prepared for the enormous challenges that a society of knowledge poses on a daily basis. This dissertation looks at the role that the school library plays from the perspective of different members of the school community: the students, the teachers and the teacher-librarian, trying to understand its role in promoting learning skills and knowledgebuilding in secondary school students. The aims of this study were to know how students spend their time and use this space; understand how the school library provides support to teaching and promotes students’ understanding and achievements; get insight into how its initiatives are perceived by the school community; know what motivates students and teachers to use the school library; get to know the school community’s perception of the school library’s contribution to the success of the School’s Educational Project and understand how to optimise this resource from the perspective of the different members of the school community, placing it increasingly at the service of education, while maintaining its function as a resource centre. The different members of the school community revealed that, in their point of view, the school library is an important resource for student learning. However, the teachers revealed some difficulties in articulating teaching strategies with the school library, not seeing it as a partner. The view of students should be renewed, so that they can understand the many services the school library has to offer and can have a preview of its potential. Therefore, it is essential that teachers and students frequent the school library daily, alter habits, readapt teaching/learning strategies and make the school library their travel companion.
School libraries increasingly have at their disposal different technology and the access to this innovation is currently much easier. So the role that the school library plays has to be restructured, according to the characteristics of the public that uses it and it has to be prepared for the enormous challenges that a society of knowledge poses on a daily basis. This dissertation looks at the role that the school library plays from the perspective of different members of the school community: the students, the teachers and the teacher-librarian, trying to understand its role in promoting learning skills and knowledgebuilding in secondary school students. The aims of this study were to know how students spend their time and use this space; understand how the school library provides support to teaching and promotes students’ understanding and achievements; get insight into how its initiatives are perceived by the school community; know what motivates students and teachers to use the school library; get to know the school community’s perception of the school library’s contribution to the success of the School’s Educational Project and understand how to optimise this resource from the perspective of the different members of the school community, placing it increasingly at the service of education, while maintaining its function as a resource centre. The different members of the school community revealed that, in their point of view, the school library is an important resource for student learning. However, the teachers revealed some difficulties in articulating teaching strategies with the school library, not seeing it as a partner. The view of students should be renewed, so that they can understand the many services the school library has to offer and can have a preview of its potential. Therefore, it is essential that teachers and students frequent the school library daily, alter habits, readapt teaching/learning strategies and make the school library their travel companion.
Description
Keywords
Biblioteca escolar Alunos Professores e aprendizagem School library Students Teachers and learning