A contribuição da Biblioteca Universitária na avaliação do ensino-aprendizagem no âmbito da Educação Superior

Abstract

The field of educational evaluation, because of its relevance in the pursuit of teaching quality, has become a field that manifests itself in different articulations and approaches. From this premise, one can infer the possibility of the emergence of new evaluative approaches. Based on the statement, this research hypothesizes that the university library, given its relevance in the composition of the educational system, has the necessary framework for, in partnership with other educational elements, to propose an evaluation model as its participation in education is extends throughout the teaching process. This thesis aims to establish the interrelationship between the university library and teaching-learning assessment to propose an integrative model of university assessment. It is exploratory research with a qualitative approach since educational issues are better adapted to a proposal where the fabric of human relations reaches a more concrete approach to society. The conception of the model took place from three moments: from the theoretical framework of Luckesi, Hoffmann, and Perrenoud in the context of the assessment of teaching-learning, within the university library it was based on the instruments of the National Education Evaluation System. (SINAES) and data collected through a questionnaire and interview with teachers, and library, that were analyzed through content analysis. The inspiring locus of the researched was the Library of Human Sciences (BCH) of the Federal University of Ceará (UFC). The analyses indicate that it is possible to occur the protagonism of the university library in the evaluation process, considering its continuous insertion in the school system. It concludes by presenting an educational evaluation model to provide teachers with an evaluative practice integrated with the classroom routine, where teachers and students benefit from each other.