The teaching of the documentary reading in the cognitive and social-cognitive approach: Orientations to the indexer's education

Abstract

The indexer is considered individually, in a cognitive approach, as a professional reader. Due to the information processing he carries out during the docu-mentary reading for the subject analysis, the indexer must be considered in his social-cultural context that comprehends professional performance in social-cognitive approach. Consequently, it is proposed a theoretical analysis on the so+cio-cognitive and cognitive approaches in Information Science in order to establish the searching on the use of teaching strategies of documentary reading for the indexer's initial education. The research on documentary reading for indexing, at first developed with cognitive approach observing the indexer's task is of great importance to the knowledge of reading and professional reading. Nevertheless, approaching the interactive model of reading carried out by the interaction among the three variables, text-reader-context, it is circumscribed a social-cognitive approach necessary to the indexer, as a reader, in order to enlarge his vision of socio-cultural context