FROM TUTORING TO AUTONOMY: CURRICULAR METAMORPHOSIS OF THE UFCA LIBRARY SCIENCE PROGRAM

METAMORFOSE CURRICULAR DO CURSO DE BIBLIOTECONOMIA DA UFCA

Abstract

Professional training in library science is permanently shaped by social, technological and normative transformations in the educational context. This article investigates the curricular reform process of the Bachelor's degree in Library Science at the Federal University of Cariri (UFCA), in relation to evaluations by the Ministry of Education and to regulations on the curricularization of university extension activities. The research adopts a qualitative approach, descriptive character and documentary design, applying Content Analysis to a corpus comprising the 2006 Pedagogical Course Project (PPC) developed by the Federal University of Ceara (UFC), the 2025 PPC proposal developed by the UFCA Core Teaching Faculty (NDE), and Management Reports of the Undergraduate Dean's Office for base years 2024 and 2025. The results, organized into five analytical categories, reveal: incorporation of 288 hours of curricularized extension activities (10% of total course workload); expansion of professional competencies with emphasis on information mediation, information literacy and digital curation; institutionalization and autonomization of the program following the creation of UFCA in 2013; pedagogical modernization with integration of active learning methodologies and information technologies; and expansion of the formative structure to 11 professional fields of practice. It is concluded that the investigated curricular metamorphosis constitutes a structured response to legal requirements and contemporary professional demands, with implications for student retention and the qualified insertion of graduates into the information labor market.