The teaching of Subject Analysis: in search of a methodology

Abstract

Indexing is one of the most important processes in SRI to guarantee the retrieval and access to information, but the indexer does not always have specialized training in the area of handling document content, both from a technical and theoretical point of view. Therefore, it is a process that must be taught and learned by librarians in all its aspects, as it is a specialized training, within the scope of the library science course. This article aimed to take a look at the existing literature in order to know what has actually been researched about teaching subject analysis, to improve the subjectivity of this process and contribute to the teaching and learning of subject analysis, within the scope of undergraduate courses in Library Science. This research involved theoretical, empirical, descriptive and applied procedures, with a qualitative approach in relation to the analysis of the specialized literature in the area, with partial results of reflections carried out within the scope of the PQ-CNPq research project. It was found that there are many gaps to be solved in relation to the teaching of subject analysis due to its subjective character, and that, therefore, requires logical and cognitive reasoning from the student, in addition to knowledge of linguistics and documentary typology. It became evident the need to have a well-structured course, composed of themes that enable learning, and the development of skills necessary to carry out the subject analysis activity, having a balance between theory and practice.

Keywords: Teaching Subject Analysis. Teaching of Indexing. Methodologies. Subject Analysis. Indexing.