CRITICAL ASPECTS IN TEACHING SUBJECT REPRESENTATION

EMPHASIS ON UNDERGRADUATE COURSES OF THE NORTHEAST AND SOUTHEAST OF BRAZIL

Authors

Keywords:

subject representation – teaching, Library Science - teaching, knowledge organization

Abstract

Subject representation, dedicated to express attributes of the subject, finds its place in the teaching of Library Science, in view of the conjunction of disciplines on this analytical-synthetic perspective of the documentary content. Considered for training purposes in Librarian Science, we address the subject representation in Brazil from the perspective of formative symmetries and asymmetries practiced in undergraduate courses in Library Science. Our objective is to map the critical aspects of knowledge organization in the teaching of subject representation, based on evidence of the contents derived from information from the syllabi. It is exploratory-qualitative research, of a documentary nature, with a sample plan on pedagogical projects of eight undergraduate school programs in the northeastern region and seven in the southeastern region of Brazil. The preliminary results reveal the presence of some critical aspects taught in Library Science courses. It concludes that teaching of subject representation has contributed to the development and strengthening of a reflective and critical education. 

Author Biographies

  • Lais Pereira de Oliveira, Federal University of Goiás

    Faculty member of the Library Science course at the Federal University of Goiás (UFG). Permanent professor in the Graduate Program in Information Science (PPGCI/UFG). PhD in Information Science from the Paulista State University Júlio de Mesquita Filho (Unesp). Master's in Information Science from the University of Brasília (UnB). Bachelor's in Library Science from the Federal University of Goiás (UFG). Coordinator of the Laboratory of Processes, Products, and Instruments for Thematic Information Processing (LAPPITTI/UFG). Researcher in the following groups: Theoretical Foundations of Information (Unesp), Research and Studies in Reading (IFG), Lumus - Research in Scientific Communication and Information Literacy (UFG), Research Center in Information Management, Policies, and Technologies (UFG), Research Group on Technologies in Informational Environments and Innovation (UFSCAR), and Knowledge Organization and Digital Humanities (UFSCAR), all certified by CNPq.

  • Daniel Martínez-Ávila, University of Leon

    Full Professor at the University of León, Spain, and Permanent Professor in the Graduate Program in Information Science (PPGCI) at São Paulo State University (UNESP). He holds a degree in Library Science and Documentation from Universidad Carlos III de Madrid, a Bachelor's in Documentation from Universidad Carlos III de Madrid (2007), a Master's in Research in Documentation from Universidad Carlos III de Madrid, and an international PhD in the Documentation program: Libraries and Archives in the Digital Environment from Universidad Carlos III de Madrid (2012). He has experience as a researcher and teacher at the University of Wisconsin-Milwaukee (USA), teacher at Bryant & Stratton College (USA), and assistant professor at Universidad Carlos III de Madrid (Spain), Universidad Complutense de Madrid (Spain), and São Paulo State University.

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Published

2026-11-13

Conference Proceedings Volume

2026: XXVI ENCONTRO NACIONAL DE PESQUISA E PÓS-GRADUAÇÃO EM CIÊNCIA DA INFORMAÇÃO

Section

GT 2 – Organização e Representação do Conhecimento

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