Librarian’s education: between active methodologies and agents

Abstract

Introduction: It reflects on the education of the librarian and on active methodologies as teaching-learning strategies with the potential to enable this professional to assume the most varied attributions related to him.
Objective: It reaffirms the importance of the librarian and its relevance in times when the exponential excess of bibliographic creation brings new challenges, and new technologies and discoveries make the reconfigurations/transformations in the social scenario more dynamic and accelerated. It ponders on the impact of the formative process on the constitution of a professional able to respond to the new demands arising from these transformations.
Methodology: It uses qualitative bibliographic research
Results: It presents active methodologies as important resources for the resignification of the classroom, learning spaces/institutions and training processes, in the light of the current socio-historical moment and its characteristic demands. It understands that a non-hierarchical educational perspective between teacher and student favors the emergence and consolidation of individuals as central entities of their own processes, which makes the learning phenomenon occur in the encounter between mutually enriched consolidated centralities.
Conclusions: Library students, immersed in active practices, can glimpse, even in the classroom, educational experiences oriented according to the articulation of local and global knowledge, extracting from these experiences elements for an ethical-humanistic professional performance