O ensino de disciplinas tecnológicas na formação em Biblioteconomia: relato de experiência em Modelagem de Banco de Dados

Daiane Campos Procópio; Renato Rocha Souza; Benildes Coura Moreira dos Santos Maculan

doi:10.24208/rebecin.v13.478

Authors

Daiane Campos Procópio Universidade Federal de Minas Gerais https://orcid.org/0000-0002-9006-191X
Renato Rocha Souza Federal University of Minas Gerais https://orcid.org/0000-0002-1895-3905
Benildes Coura Moreira dos Santos Maculan Federal University of Minas Gerais https://orcid.org/0000-0003-4303-9071

DOI:

https://doi.org/10.24208/rebecin.v13.478

Keywords:

Technological education, Teaching internship, Librarian education, Active methodologies

Abstract

The advancement of information technologies has increased the demands on the education of librarians, making the inclusion of technological subjects in Library Science curricula indispensable. However, the teaching of these contents still faces challenges, such as difficulties in articulating theory and practice, infrastructure limitations, and the need to adapt pedagogical strategies to students’ profiles. Within this context, this report aims to present and reflect on a teaching internship experience carried out in the course Database Modeling, offered in the Library Science undergraduate program at the Federal University of Minas Gerais, during the first semester of 2025. Methodologically, the study is characterized as an experience report with a qualitative approach, based on systematic records produced throughout the semester, which were reflectively analyzed and organized into thematic axes related to course planning, teaching strategies, challenges encountered, and learning outcomes. The report highlights the progressive teaching of the contents, the integration of theory and practice, the adoption of active methodologies, the use of accessible digital tools, and the development of practical activities contextualized to professional library practice. Challenges related to technological infrastructure and differences in students’ learning paces are also discussed. As final considerations, it is concluded that flexible, contextualized, and student-centered pedagogical practices contribute to student engagement and to the improvement of technological education in Library Science training.

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Author Biographies

Daiane Campos Procópio, Universidade Federal de Minas Gerais

Ph.D. candidate and Master’s degree holder (2025) in Knowledge Management and Organization from the Federal University of Minas Gerais (UFMG). Holds a Bachelor’s degree in Library Science from UFMG (2013) and in Systems Analysis and Development from the Pontifical Catholic University of Minas Gerais (2024). Member of the Open Data Observatory research group. Works in the fields of Information Science, Library Science, and Software Engineering, with research interests in information management and retrieval, open data, artificial intelligence, and the development of technological solutions applied to knowledge dissemination.

Renato Rocha Souza, Federal University of Minas Gerais

Holds a Bachelor's degree in Electrical Engineering from the Pontifical Catholic University of Rio de Janeiro (1993), a Master's degree in Production Engineering from the Federal University of Santa Catarina (2000), and a Ph.D. in Information Science from the Federal University of Minas Gerais (2005), with postdoctoral studies in Semantic Technologies for Information Retrieval at the University of South Wales, UK. Has served as professor and researcher at Fundação Getulio Vargas (2010–2025) and is a permanent faculty member of the Graduate Program at the School of Information Science, Federal University of Minas Gerais (since 2010), as well as Lecturer at the University of Vienna (since 2021). Research interests include Knowledge Representation, Natural Language Processing, Machine Learning, Artificial Intelligence, Generative AI, Information Retrieval Systems, and Ontologies. Has extensive experience in Information Technology and Distance Education.

Benildes Coura Moreira dos Santos Maculan, Federal University of Minas Gerais

Holds a Ph.D. and Master’s degree in Information Science from the Federal University of Minas Gerais (UFMG), where also earned a degree in Library Science. Associate Professor at the Department of Information Organization and Processing (UFMG) and researcher in the Graduate Program in Knowledge Management and Organization. Member of national and international research groups in Conceptual Modeling, Knowledge Representation, Information Retrieval, and Digital Humanities, and member of the Scientific and Technical Advisory Council (STAC) of ISKO International. Research interests focus on Knowledge Architecture and Organization, particularly the development of Knowledge Organization Systems, information services, data integration, language interoperability, and information security.

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