Resumo:
ABSTRACT The study aimed to analyze the curricular program of the courses of Library Scienceat Federal Universities in Northeast of Brazil, identifying the subjects that approach the school library (SL) on the librarian ‘undergraduate program. Specifically, we investigated the subjects of the course and the place occupied by them in the curricular program. This work is an applied and qualitative research, with some
quantitative aspects which made use of the descriptive and exploratory method
considering the characteristics of the studied object. From the studied context, who
participated during the research were coordinators of Library Science courses and
professors who teach subjects that have relations with the subject investigated.
Further, as sources for obtaining data we have used the Projetos Político
Pedagógico (PPP) and curricular program of these courses. Data were collected
through a semi-open questionnaire and information contained in documentary
sources. To analyze the data were created thematic categories to facilitate the
interpretation and discussion of results. The results evidenced that curricular program
components include superficially the related subjects in refer to the librarians’
undergraduate course in their training to work in SL. However these subjects that
address these contents have a low position in curricular program in the context of
elective courses. The data provided by this study revealed that the formation of the
librarian is still bellow to desirable, due to the studied subjects to act in SL are
insufficient to train these professionals. Ultimately, it is concluded that gaps in the
training process of the librarian in Northeast of the Brazil will could have negative repercussions on the construction of citizenship in this place, considering SL as an environment where activities for encouraging studying, researching and reading are developed. Accordingly, it is in this environment that the students of the school community have contact with the various possibilities of necessary knowledge to live in society. In this sense, rethinking the social responsibility in the training of these professionals is still a challenge, especially regarding to preparing agents to will develop actions for the reader and library user training.
