Educational principles of Paulo Freire in University Teaching in Librarianship

Abstract

University teaching exercises in the Undergraduate Program in Library Science requires a set of technical-pedagogical skills, many of which are not always explored during initial teacher education, especially those of a pedagogical nature. This context problematizes the need for the teacher to consider educational principles, in order to strengthen the teaching-learning required in the librarian's training path. Assuming that educational practices have taken new directions from the legacy constituted by the educator Paulo Freire, it is necessary to identify the application of the principles postulated by this author in the doing of the Librarianship teacher, which is the main objective of this study. In addition, the study presents an overview of teaching practice in the Undergraduate Course in Library Science; systematizes the Freirean principles and the attitudes linked to them; and correlates these principles with the pedagogical practices that permeate librarian training courses. Qualitative in nature, the study uses bibliographic research, by consulting published articles on teaching in Library Science, and content analysis, in order to synthesize Freire's proposals, which reveal new paths for education. The results indicated that the teaching practice resorts to human and social principles, with democratic principles not being explored. Based on these evidences, it is concluded that there is a need to adopt pedagogical strategies that enable a more critical, emancipatory and interventionist education, in order to encourage librarians to practice professionally trengthen the recognition and performance of Librarianship in society.