Estratégias avaliativas no ensino de organização da informação no curso de biblioteconomia

Abstract

Brazilian education in Librarianship is offered as a higher education course and understands the teaching processes as two complementary elements: theory and practice. This study presents didactic-pedagogical references for hybrid evaluation, focusing on the activities of disciplines in the information organization axis. The evaluation process is discussed from three functions: diagnostic (level of previous knowledge); formative (level of learning, in a continuum); summative (classification of individual performance in relation to the collective and idealized level). The methodology has an exploratory, descriptive, and qualitative approach. A narrative review of the literature was carried out in four stages: mapping of evaluative activities in higher education; description and discussion of the activities raised; discussion of the evaluative strategies in relation to the disciplines of information organization; proposal of an evaluative model in interlocution with the Meaningful Learning theory. The results show that evaluation is an essential process in teaching-learning, being linked to the construction of knowledge by the subjects involved.It is concluded that reflecting on the evaluation is primordial to the didactic-pedagogical planning of a higher education course, specifically in the planning of its disciplines.