Pedagogical Training in Graduate Programs in Information Science: Implications for Teaching Practice

Abstract

This research stems from the need to analyze pedagogical training in Brazilian Postgraduate Programs in Information Science (PPGCI) and its direct implications for higher education teaching. The main motivation for this study arose from the observation of a gap in stricto sensu courses in preparing future teachers for the challenges of university teaching. Given this scenario, the general objective guiding this research was to analyze teacher training in Brazilian Postgraduate Programs in Information Science (PPGCI). More specifically, we sought to understand how the pedagogical dimension has been present in the process of training students for teaching practice. The relevance of this research stems from the growing demand for highly qualified faculty to work in university education, both at the undergraduate and graduate levels. In a context of accelerated sociocultural, technological, and informational transformations, the effectiveness of teaching transcends mere mastery of disciplinary content. It is imperative to develop pedagogical competencies that not only catalyze meaningful learning but also foster critical thinking and promote student autonomy. The research demonstrated the pressing need for studies that seek to expand the possibilities for Information Science to strengthen the training field and, consequently, the teaching practice of HEIs in stricto sensu graduate programs. Actions and/or public policies are also necessary for this purpose, aiming to create a culture that promotes continuous reflection on the practices of these professionals. It is recommended that PPGCI programs foster discussions on the topic addressed in order to broaden the scope and value of this training, legitimized by the institutions responsible for implementing policies aimed at this end.