METHODOLOGICAL DIFFERENCES IN THE EVALUATION OF TEACHING-LEARNING AND THE USE OF THE UNIVERSITY LIBRARY IN THE HUMANITIES CENTERS OF THE FEDERAL UNIVERSITY OF CEARÁ.

Abstract

This study analyzes assessment practices in higher education, focusing on the integration of university libraries (BU) as active spaces for pedagogical support. Developed at the Humanities Centers of the Federal University of Ceará (UFC), the work is based on the premise that libraries not only store information but also contribute significantly to academic education through knowledge mediation, the promotion of student autonomy, and the development of information literacy.

Objective

To understand how the University Library has been incorporated into the assessment practices of faculty in the Humanities Centers (CH1, CH2, and CH3) at UFC, based on their academic backgrounds, particularly their most recent in education, and their relationship with active teaching and learning methodologies.

Theoretical Foundations

The research draws on authors such as Luckesi, Guerra, Hoffman, and Vasconcellos to discuss the transformations in the concept of assessment. Traditional grading practices are being replaced by more inclusive and reflective formative and diagnostic models. Assessment is no longer simply a matter of performance monitoring but rather a dialogic and pedagogical process.

Active methodologies, such as diagnostic and formative assessment, are discussed as mechanisms that place the student at the center of the process, with an emphasis on autonomy and knowledge construction. Formative assessment, for example, consists of three stages: information, feedback, and regulation, and continually seeks to adapt teaching to students' needs.

The University Library as an Educational Space

The University Library is presented as an essential environment for active learning, contributing to the educational process by providing access to qualified information, skill development, and the development of autonomy. Authors such as Santos & Valentim (2020) and Caetano et al. (2021) emphasize its pedagogical function, emphasizing that the university library should be a mediating agent of knowledge, aligned with innovative higher education practices.

Teacher Training and Active Methodologies

The theory highlights the importance of teacher training in the adoption of active methodologies. Teachers with recent or continuing education in education tend to adopt more critical, reflective, and participatory approaches. This training experience directly influences assessment practices and the use of spaces such as the BU.

Methodology

This is a descriptive study with a qualitative and quantitative approach, conducted between 2023 and 2025. The sample consisted of 50 faculty members from the Humanities Centers with a bachelor's degree or final degree in education within the last five years. A questionnaire with four questions about the use of the BU in teaching and learning was administered, receiving 20 valid responses.

Results

Competencies developed by the BU:

Research autonomy, academic reading and writing, information search, and critical content selection were the most cited competencies.

The BU is perceived as a space for knowledge construction and research stimulation.

Relevance of Library Resources:

Most faculty members consider the Library to be relevant or very relevant to the teaching-learning process.

CH1 showed the highest appreciation for the Library, possibly due to the faculty's greater pedagogical training.

Assessment of Library Aspects (Resources, Materials, Assessment Methods):

"Content Update" was the highest-rated item in CH1.

In CH2, there was a greater dispersion of responses and more critical assessments of the materials and assessment methods.

Uses of Library in the Classroom:

Research is the main activity supported by the Library, followed by individual and team activities, and teaching planning.

Only one faculty member stated that they do not use the Library in their practice.

Discussion

The analysis revealed that faculty members with greater pedagogical training demonstrate greater recognition and use of the Library. The library is seen as a space for mediated learning, consistent with the requirements of active methodologies. The results also highlight the University Library as a strategic resource for formative assessment and promoting student autonomy.

The research suggests that integration between librarians and faculty can strengthen the pedagogical use of the University Library, expanding its role in higher education institutions. Furthermore, the data reinforce the need for institutional policies that value the library as a partner in the planning and implementation of innovative pedagogical practices.

Final Considerations

The University Library, when integrated into pedagogical practices, contributes significantly to the development of students' information and formative competencies. Recognition of the University Library as a learning space is directly related to the training and pedagogical profile of faculty.

The study highlights the need to expand the dialogue between librarians and faculty and invest in institutional policies that consolidate the BU's active presence in educational planning and assessment. Such integration contributes to the promotion of critical, autonomous, and transformative higher education.