Escolar Documentos
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Antes de iniciar a análise que me propus fazer e tendo em conta que Todd Ross, ele
próprio, refere o Manifesto da Biblioteca Escolar da UNESCO, julgo pertinente referir alguns
aspectos desse manifesto que considero fundamentais e fulcrais pois, de certa forma, justificam
a pertinência da existência de um modelo de Auto-Avaliação para este novo modelo de BE
enquanto Instrumento Pedagógico.
Esta nova missão da BE, a sua relação com as aprendizagens, com o desenvolvimento
curricular e com o sucesso educativo implica um novo conceito/contexto de aprendizagem com
o aluno como actor activo na construção do seu próprio conhecimento ( Wilson – “constructive
perspective learning which emphasizes meaningful, authentic activities that help the learner to
construct understanding and develop skills relevant to problem solving”; Hein – “learners
construct knowledge for themselves, each learner individually and socially constructs meaning
as her or she learns. There is no other king”; « The instructional iniciatives of school librerians
centring information literacy are about providing the best context and oportunities for people to
make the mosto f their lives as sensemaking, constructive, independent people. The provision
of information does not necessarily mean that our learners become informed. Information is the
input ; though this input, existing knowledge is transformed, and new knowledge-as
understanding meaning, new perspectives, interpretations, innovations-is the outcome.
Empwerment, connectivity, engagement, and interactivity define this actions and practices os
school library, and their outcome is knowledge construction : new meanings, new
understanding, new perspectives. This suggest a pedagogy that has knowledge construction
and inquiry learning at is heart, where through access to multiple sources and formates of
information tecnology, learners acquire the intellectual scaffolds to engage with multiple
perspectives, sources and formates of information to be able to construct their own
understanding so the role of school librerian goes beyond developing a range of information
literacy competencies, rather, it is significant responsability of making actionable all the
information and knowledge that school possesses or can access so that students can construct
their own understanding and develop their ideas in reach ways. It´s the reason why school
libraries exit. »). Implica também novas estrtégias de abordagem à realidade, ao conhecimento
que passam pelo questionamento continuo “Inquiry based learning”: “What differences do my
library and its learning initiatives make to student learning?” “What has my library and its
learning initiatives enabled my students to become? » « In essence, eviden-based practice is
about having the rich, diverse and convincing evidence that demonstrates that the library is vítal
part of the learning fabric of the school-that is integral, rather than peripheral.» Mais uma vez
está aqui inerente a pertinência do modelo de AA pois precisamos de registos de evidências
que mostrem tudo isto! Ainda mais que tomamos decisões e reformulamos objectivos e
planificações a partir dos resultados (Sucesso/insucesso do dia a dia pois aprendemos com a
experiência e os erros) “From actions to evidence - making decisions about the performance of
day-by-day role – Where day-by-day profissional work is directed towards demonstring the
tangible impact and outcomes of sound decision making and implementation of organizacional
A BE, e isto está inerente ao Manifesto da UNESCO deve ser um espaço equipado
com um conjunto significativo de recursos e de equipamentos e se esses recursos e
Vou finalizar esta análise com uma frase deste mesmo autor que considero muito pertinente:
“ Wherever you are, and to whomever you speak, make sure you communicate the visiono f the
21st-century teacher-librarian ».