Inovação pedagógica nas bibliotecas da Rede Federal de Educação Profissional, Científica e Tecnológica: uma revisão sistemática (2008-2021)

Abstract

Innovation seems to be one of the most mentioned words these days. Innovating requires people with the will to change, curiosity, inventiveness, continuous training, interpersonal relationships, pro-activity and space for this to take place. Innovation is not always related to inventing something new, but creating something new for the needs of a given context. In the educational context, pedagogical innovation is related to collective and democratic propositions, created to transform, arising from the observations of the historical-social context of the subjects involved in the processes of knowledge construction. Libraries are inserted in this context and need to adapt as well. For the libraries of the Rede Federal de Educação Profissional, Científica e Tecnológica - RFEPCT, innovation comes from their nomenclature and is provoked to also innovate in their products and services. Thus, this work aims to investigate the points of interaction between the libraries of the Rede Federal de Educação Profissional, Científica e Tecnológica and Pedagogical Innovation recognized in scientific productions, between the years 2008 and 2021, on the Oasisbr Portal. As a scientific methodology, we adopted a systematic literature review, as for the approach, this research is classified as a qualitative research, of a basic nature. It is a descriptive research and in its technical procedures it adopts bibliographic research. And for data analysis, we used the content analysis methodology proposed by Bardin (1977). In the Portal Brasileiro de Publicações e Dados Científicos em Acesso Aberto - Oasisbr, between 2008 and 2021, 18 search strategies were used, considering the terms "pedagogical innovation", "multilevel libraries" and "Rede Federal de Educação Profissional, Científica e Tecnológica'', in all, 1,718 results were obtained. During the evaluation, we selected the documents that weighed more attention to the libraries of the federal network, considering that they were the objective of this research. Thus, 19 documents were selected for the analysis corpus of this research. That said, we recognize possibilities for pedagogical innovation in multilevel libraries and in the performance of RFEPCT librarians, from its conception as an institution focused on integral education to the reflective action of the professionals who work in it, as well as in the way they can organize themselves and act with the school community in which they participate. In many cases, the teaching and learning processes contemplated mainly through the development of informational competences, made possible by the mediation of librarians and network teams, bring the RFEPCT multilevel libraries closer to pedagogical innovation indicators. The pro-activity for proposing innovative initiatives, as evidenced in the studies studied, is still a challenge for the teams of multilevel libraries.