Contexto de desenvolvimento da organização da informação, com enfoque para a catalogação, na escola de ciência da informação da UFMG

Abstract

Cataloging involves the study of models which can be applied to database registers as well as the phase of descriptive representation of the production of these registers. As a theme which has gained more and more space in the discussion among teachers and professionals in Brazil, the aim of this analysis is to identify the contextual aspects of Information Organization and, specifically of Cataloging, in the Escola de Ciência da Informação (ECI) - Information Science School - of UFMG. This analysis has been made observing the pathway of this institution when selecting the themes and the way of approaching them, aiming to encourage the comprehension of its present moment and the institutional and national memory. After making explicit the approach of the theme of Cataloging adopted in this work, we treat about: the creation of the Library Science course in 1950 and the constitution of the School, the curriculum pathway of this course, and the analysis of its final papers which were carried out until the beginning of the 1970s; the constitution of the post graduation course in 1976, followed by the analysis of theses and dissertations presented between 1978 (year of the first presentation) and 2011; and the results of teachers' researches, standing out some works. At the end, we identified two periods of the School: from the mid-1950s until the beginning of the 1970s, marked by conceptual and historical base of themes and by the coherence among them; and from the 1970s to the present days, when we saw the emergence of actions called amplification and opening, whose contents did not always articulate in relation to what was understood before as specific of the area, nor did they articulate in relation to one another within a new epistemological configuration. We concluded that the resignificance of the studies of Information Organization, including Cataloging, must favor research and professional formation, as well as the continuous institutional consolidation of schools and courses.