Teorias de aprendizagem aplicáveis ao ensino de Biblioteconomia

Abstract

When entering the field of learning, obligatorily, it is necessary to go through the theorists and learning theories. The reflections about the theories described throughout the article are indicated without pretending to exhaust the topics involved. Was outlined as objective the reflection concerning if learning theories in order to contribute to theoretical and conceptual subsidies teacher practice in the Library Science teaching. Therefore, a literature review was performed in order to obtain subsidies on the knowledge state of the art about learning theories and teaching practices. It is observed that the classroom should be considered intersubjective space, because students and teachers as well as share the physical space, share knowledge collectively. Therefore, it is possible to consider that the process of teaching and learning is substantially subjective. Evidences the need for teachers of Library Science courses learn to produce new knowledge originating in one of the conceptions of learning theories, or the as a whole, for that can apply it to a specific need, problem solving, decision making; or seeking continuous learning, developing skills that aim to to know and appreciate the diverse teaching practices.