Reading and authorship from a dialogical perspective in training in Library Science in Brazil

• Autor(a) principal: Fonsêca, Natália Raposo da
• Data de Publicação: 2021
• Outros Autores: Pajeú, Hélio Márcio
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Em Questão (Online)
• Texto Completo: https://seer.ufrgs.br/index.php/EmQuestao/article/view/104689
• topic: Leitura. Autoria. Biblioteconomia. Dialogismo.; Reading. Authorship. Library Science. Dialogism.

Reading has a very direct relationship with the performance of the librarian, at the same time that discussions about it do not occupy a prominent place in library science curriculum. What is observed is a highlight for technical reading, such as documentary reading. In this sense, the objective of this research is to verify which place the reading and authorship issues occupy in the Library Science courses in Brazil - with the North and Northeast regions as an outline - and under which theoretical perspectives have been developed in the formation of future librarians. From a Bakhtinian dialogical view, reading is discussed as a political, social, ideological and responsible act, understanding the role of the librarian as a mediator of culture and information. This study is characterized as qualitative, exploratory, descriptive and documentary research. It analyzes the Pedagogical Projects of the Librarianship Courses of 13 federal universities in the North and Northeast of Brazil, focusing on the disciplines that deal with reading and authorship under a dialogical bias. Of these, discipline program and, in some cases, bibliographies were also analyzed. The results show that the majority of the analyzed Librarianship courses offer some discipline on reading and authorship, however it is still an inexpressive offer compared to the number of “technical” subjects. There was also a tendency to think about reading linked to literature, books, children, young people and school library. In addition, it was observed that the debate on authorship receives little prominence, being directly mentioned in a few analyzed discipline programs.