The transversality of information retrieval systems in public service examinations

implications for library education

Abstract

Objective: The study aimed to analyze the use of public service examination questions in the classroom as a didactic strategy for teaching content related to Information Systems and Information Retrieval, considering their relevance to the education and professional identity of librarians, especially within the context of public service.
Methodology: The study was based on the collective resolution of 15 public service examination questions selected from the Qconcursos platform, encompassing different positions, institutions, and examining boards.
Results: The group dynamics promoted cognitive planning, critical reading of the questions, application of the elimination criterion, and conceptual mediation, fostering meaningful learning and greater student engagement. It was also observed that contents related to Information Systems and Information Retrieval recurrently appeared in examinations included in the information technology section, even for positions not directly associated with Library and Information Science, reinforcing the transversal nature of the field in the public sector.
Conclusions: The pedagogical use of public service examination questions proved to be a powerful strategy for articulating theory, practice, and the world of work, contributing to the strengthening of critical education and the professional identity of librarians.