Clubes de leitura e bibliotecas de Ensino Superior

aliados no desenvolvimento do pensamento crítico

Abstract

This article examines the role of Higher Education libraries as pedagogical agents that complement formal education, highlighting their contribution to the development of critical thinking among university students through the creation and implementation of reading clubs. In this context, libraries take on an active role in the formation of critical citizens, reflecting their position as centres of pedagogical innovation. 

Reading clubs in Higher Education represent a non-formal educational practice in which contemporary issues are addressed in a context marked by information overload, the proliferation of fake news, and political polarisation, persistent challenges to academic and civic education. The spread of misinformed opinions, often lacking scientific or social foundation, underscores the urgent need for practices that foster critical analysis of sources and the construction of authentic knowledge. In this sense, reading clubs emerge as privileged spaces for deep reflection, debate, and the development of cognitive skills essential to digital citizenship. 

The practices discussed in this article show that reading clubs are not only highly valued by students, but also provide an effective platform for developing citizenship, argumentation, and critical thinking skills. Furthermore, interaction and debate among participants contribute to strengthening the sense of academic community and encouraging diverse perspectives, both essential to the formation of independent and responsible thinking. 

Finally, the article also highlights the relevance of university libraries as spaces that, by integrating the concept of information literacy, promote resistance to disinformation and support the creation of collaborative learning environments.