Reflections on anti-racist Librarianship in Library Science courses in the State of Rio de Janeiro

Abstract

This study investigates how undergraduate Library Science programs in the State of Rio de Janeiro are contributing to the construction of an anti-racist library science. The research questions focus on: (1) how institutions are integrating ethnic-racial themes into their curricula and (2) how the Bachelor's Degree in Library Science can engage students and professionals in this process. The general objective is to analyze the inclusion of ethnic-racial content in the Course Pedagogical Projects (CPPs) and to propose actions that strengthen Anti-racist Library Science. The specific objectives include contextualizing the importance of these studies, mapping the CPPs, and suggesting inclusive practices. The research is justified by the need to confront the phenomenon of epistemicide, which marginalizes non-Eurocentric knowledge, perpetuating inequalities. The methodology adopted is qualitative, with a bibliographic and documentary focus, analyzing Library Science courses through CPPs, syllabi, and curricular matrices. Data collection included a literature review and analysis of documents made available by public and private institutions. The results indicate that, although public institutions make efforts to include ethnic-racial content, the offering of courses is irregular, limiting anti-racist training. Private institutions, although with less curricular variety, use more direct nomenclatures that favor the visibility of the themes. The research highlights the urgency of implementing continuous training and educational practices that promote diversity and respect for identities. Thus, the Bachelor's Degree in Library Science positions itself as a transformative agent, capable of contributing significantly to a more inclusive and equitable library practice.