文章基本信息

标题：SOBRE O PROJETO POLÍTICO PEDAGÓGICO E AS QUESTÕES CURRICULARES DO CURSO DE BIBLIOTECONOMIA DA UNIVERSIDADE FEDERAL DA PARAÍBA
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作者：Manuela Eugênio Maia ; Maria Elizabeth Baltar Carneiro de Albuquerque
期刊名称：Biblionline
电子版ISSN：1809-4775
出版年度：2006
卷号：2
期号：2
出版社：Universidade Federal da Paraíba
摘要：This work intends to assemble and analyze some elements that will contribute to delineate a proposal of flexibility to the syllabus of the Librarianship course of the Universidade federal da Paraíba. The methodology is based on a qualitative approach, and the main data come from legal sources (laws and similar normative pieces) and institutional sources (registered discussions about the political pedagogical projects [PPPs], formal proposals, and so on). In sketching our proposal of flexibility to the syllabus, we focus on strategic actions which aim to strengthen the connection between the courses offered and the labor market. Besides, we discuss the flexibility of the syllabus as a means to expand the students’ rights to choose the subjects which are best appropriate for their academic formation; strengthening the academic self-management of the course; and stimulating the professionals of these Schools (especially teachers) to assume a more reflective attitude toward the internal demands concerning their courses.
其他摘要：This work intends to assemble and analyze some elements that will contribute to delineate a proposal of flexibility to the syllabus of the Librarianship course of the Universidade federal da Paraíba. The methodology is based on a qualitative approach, and the main data come from legal sources (laws and similar normative pieces) and institutional sources (registered discussions about the political pedagogical projects [PPPs], formal proposals, and so on). In sketching our proposal of flexibility to the syllabus, we focus on strategic actions which aim to strengthen the connection between the courses offered and the labor market. Besides, we discuss the flexibility of the syllabus as a means to expand the students’ rights to choose the subjects which are best appropriate for their academic formation; strengthening the academic self-management of the course; and stimulating the professionals of these Schools (especially teachers) to assume a more reflective attitude toward the internal demands concerning their courses.