University teaching beyond the classroom: an action research in the discipline train-ing and development of collections

Abstract

The teaching practice constitutes a set of actions, whose objectives are to provide, primarily, the learning. In the scope of university teaching, this practice can become complex, either by entering into teaching, research and extension activities, as well as considering the issues related to the student’s professional training. This study is based on the assumption that research, especially when performed in the field, represents the main alternative to provide a formative action appropriate to the reality of the market. Thus, the present article aims to demonstrate the contributions obtained from methodological procedures, based on the research, used in the discipline of Training and Development of Collections, of the Superior Course of Library Science. The study is characterized as a descriptive research, of a qualitative nature and, at the same time, an action research, elaborated and conducted in an integrated way between students and teacher. The techniques formulated for data collection were the observation and the interview, carried out in different libraries, together with those responsible for the formation of the information collection. Based on the results, students and teachers recognized the reality of the market and, as a consequence, elaborated proposals for action to improve the units visited, in order to stimulate the development of a collection development policy, which will contribute to standardize and legitimize the processes of forming and developing collections. With this, the feasibility of the research technique was verified as an essential element to be used in university teaching, enabling the students to act in an interventional way, with a view to improving the reality of institutions and professional doing.