THE DAILY ROUTINE OF THE LIBRARY SCIENCE COURSE: a study of informational practices

Abstract

This study analyses the daily reoutine of the course of library science at the UFPB, an undergraduate syllabus developed by staff and students in four classes of the team of Professional Training. A qualitative interpretational methodology was employed to understand how the practices of school information occur in the classroom. Based on the results obtained, an educational dynamic is revealed marked by informational processes, identified at two levels which characterise it:that of isntitutional action (official syllabus) and that of informational action (real syllabus). These two levels are considered as essential elements of the practices of information of the subjects and agents in their daily routine.