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A study of divergence :libraries and society in

Brazil within an eductionalperspective

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A Doctoral Thesis. Submitted in partial fulfillment of the requirementsfor the award of Doctor of Philosophy of Loughborough University.

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Publisher: c Ana Maria Athayde Polke

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UNIVERSITY OF" TECHNOLOGY LIBRARY

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t;

A STUDY OF DIVERGEHCE :

LIBRARIES A!iD SOCIETY IN BRAZIL

~ITHIN AN EDUCATIONAL PERSPECTIVE

by

Ana Maria Athayde Polke, M.A.

A doctoral thesis submitted in p~tial

fulfilment of the reqUirements for the

aliard of the degree of Doctor of Philosophy

of the Loughborough University of Technology.

April, 1980

-..... , ~ .

' .. :

Supervisor: Professor Pe"tier Harvard-'ililliams, F .L.A.

Department of Library and Information Studies

o by Ana Haria Athayde Polke, 1980

l.eutJoberough Uftiv .... ity

.f TeeM"."'.' L'''.ry ~_ !iI> Cl ...

Ac . I '3S" 6"{ 0 /Oz.. Ne. t

To my son Roberto,

whose youthful, but deep

social commitment, was an

inspiration for this endeavour.

In memoriam

ACKNOIVLEDGENENTS

I would like to express my gratitude to Professor

Harvard-liilliams for his supervision and moral support in

difficult times.

Very special thanks are due to Naria LUcia Andrade

Garcia, Dr. Urquhart, Etelvina Lima, and Dr. Narral who made

valuable comments from the evolution to the final production

of this piece of work. I alone, of course, am responsible

for any errors of fact or interpretation. In addition, I

am indebted to Maria Luiza Alphonsus de Guimaraens Ferreira

and all my colleagues and staff at the Library School of the

Federal Uni versi ty of Minas Gerais for sharing with me my

present responsibilities and for their encouragement.

Thanks are due to the Brazilian lecturers who

attended to my requests for interviews, and the students of

the Library School of the Federal University of Minas Gerais

for answering questionnaires related to the content of this

piece of work.

Thanks are also due to the Brazilian librarians

at the Library School, Faculty of Bducation, and Faculty of

Economics of the Federal University of Minas Gerais, and

Funda~a-o Getulio Vargas in Rio de Janeiro who helped in

tracing bibliographical references. Very special thanks

are due to my colleagues, Lucy Fontes, presently at the

University of Loughborough, Odilon Pereira da Silva at the

Brazilian Embassy in London, and Lourdes Borges, for their

help in tracing difficult bibliographical references.

My gratitude to Graham Walker for his patient

correction of the English Language, and Nona Starosta for

her invaluable friendship and typing of the originals.

Thanks are due to CAPES for financial support.

Finally, my gratitude to Johannes and our

daughter Susanne for their cheerful renunciation of family

claims to thousands of hours of my leisure time while the

work was in progress.

CONTENTS

1. INTRODUCTION

1.1

1.2

1.3

The problem of library education in Brazil at the undergraduate level

A framework for developing educational objectives for library education in Brazil

Review of the literature on library curriculum in Brazil, together with international contributions

References and notes

2. THE SOCIAL BASIS FOR THE FORl,mUTION OF OBJECTIVES FOR LIBRARY EDUCATION

2.1 Brazil as a peripheral country

2.1.1 Science and Technology in Brazil and the information services that support them

2.1.2 Education in Brazil; some historical considerations

2.1.3 The attempts made towards a Brazilian university

2.1.4 The teaching of history of Brazil at secondary school; a thematic i11us tration ";i thin the educational problem

2.1.5 Illiteracy in BraZil, an historic and recurring prcblem

2.2 The situation of libraries in Brazil: a critical oveI"Vietr

2.2.1 Book publishing - the input for libraries. Bibliographical control

Pages

1- 11

12 - 22

23 - 30

31 - 37

38 - 47

48 - 73

74 - 83

84 - 91

92 - 98

99 - 107

108 - 130

in Brazil 131 - 150

2.2.2 Reading habits in Brazil

2.2.3 "Internationalism" a factor in library development in the Third World?

References and notes

151 160

161 - 167

168 - 183

3. STUDENTS IN TEE FORHliL.l.TION OF OBJECTIV"'...s FOR LIBRARY EDUCATION

3.1

3.2

Brazilian students: some studies

Students I perception of connections behleen the basic cycle in social sciences and the library professional cycle - a study undertaken at the Library School of UnlG

References and notes

4. UNDERGRADUATE LIBRARY EDUCATION IN BRAZIL

4.1

4.4

4.6

4.8

The status quo : The minimum library curriculum of 1962 and the First cycle of general studies

The basic cycle in social sciences - an illustration

The lack of a bridee between basic and professional cycles

Criticisms of the minimum librarJ curriculum of 1962

The proposal for a ne" minimum library curriculum

Social sciences as fundamental to librarianship - conSidered from the point of view of the curriculum and from librarianship qua discipline

The meaning of research at the undergraduate level

Extension activity in library education -some considerations

References and notes

5. GENERAL CONCLUSIONS AIID TOWARDS A DEFINITION OF OBJECTIVES FOR LIBRARY EDUCATION IN BRAZIL

References and notes

APPENDIXES

REFERENCES

184 - 199

200 - 210

211 - 212

213 - 215

215 - 219

220 - 225

225 - 231

232 _ 244

245 _ .251

252 _ 258

259 - 265

266 _272

273 _282

28:5

284 - 289

.290 - .307

-1-

ABSTRACT

Since the lack of connection between library education

and society was identified as the major problem of library education

in Brazil, emphasis was placed on some social variables which bear

upon librarianship education and practice. These social variables

were selected on the basis of the. communication cycle of recorded

information, where the library profession is inserted.

A framework for developing educational objectives for

library undergraduate education in Brazil was attempted by taking

into account the three sources from which educational objectives

may be derived, viz. the state of society, the needs of the student,

and the nature of librarianship ,

-2-

1. INT:tCJUCTI0N

1.1 The pr0~1~~D. ef lib:-ary educ2.t:'o!l in Erazil - -the

u!!-iergradt"i.2.te course

Cence::-:: for c-:.:.=:"icular studie.s l:::d evo17ed ev~n

befcrg the aut~cr cec2!:s for=:9.11y invclT3d ::i tb. li bra:::-y

teachi~g in 1964.

librarian, first i..T). 5351 a!!G. SESe libraries (the ';'lorkers t

social orga!1isaticn servin~ industti.al a..ld comr:e=ci9.l :!orkers

resF8cti7ely) t ar..d. 12.ter at the VeterinarJ School rend.ering

librarJ s9!"vices for stuc.e!:ts 2.!l:i lecturers/:"esea~chers

th~t attention ar-d interest led to defining proble~s in

librarJ education in Brazil. Later, from 1969 to 1973,

as didactic coordinator cf the library school in 3e10

Ecrizonte the ';l!"i ter took part i!'l sor:e cur!"icti.lar :'efo!"l1lule.tions

such 3.8 t~:l t unde=taJ.:e!l to ad3.;-!; 1:. ~ra!""J cUr!':"cl~lum to the

university r~fo~, then being implemented i~ the co~~try.

5o,;-:ev03r, the need ";'les :sl t for sor.le investigation to

provide orientation for better pl~~~ng 0: teac~ing, r~se~~ch, B.:2d ext'2~:sion activities ','1i thin th2.t school. In 1':-74 one

investigation project w'as desig-ned and divided ':'!lto t!1!"ge

3ub-s:rojects: (i) an analysis of the labour I!l~rk9t of t!19

libra:-illTI in 3e10 Horizonte, t:b-B ::esul ts of 1;hicn ,':ere

published in 1976; (ii) an an9.1j~sis of the

School of Librarianshipin 5e10 Eorizonte,

stu:ey~t.s of the ( 1 \ 7Ublished in 1~77; -,

a!~ (iii) a study of the infcr=Qti~:2 user in 5elo Horizor.te,

by type of li bra::-ies. (2) .

The Sl;.CC988i 7e atter:::;rts C1!?::19 to impro"e the

un::'ergradu;J. te 1i "::lra!J~ cU:-tiCU111I!l in the school, c'.rin,; ei the:-

tc, .ext:-insic factc:-s (the need to adapt the curriCl.:.luI!l to the

uniye:-si ty refom) 0:- intrinsic (such 3.8 the need for integ::-,?t:i.l1J

the disciplines of the cur!"iculum) h.::..ve al:rays been obstruct'?d by

the rigidity of 9. nationally d9fined cOTI1}Julsory minim~

ct:r::-iculum, (3) impler::ented in 1962.

The present curricular or8a~i.satior: ef the Li b:-:;.r:.~

Sc!:..col of the ?ederal l-;"niv9!'si"t'"J of i-~iI!~s Ge!"ais illustr.s.tes

-3-

th9 ne9d felt in t~e Set-ocl to e=end t~e core cu~=icula~

ir:. t:-:'9 li,:r~t of the factc::'s t:le::tioned =.bo~Te ar.d, mc::-e

rece:ltl:" (1~'76) to include the core CQurses 0:' the b-?sic

c:rc1e in socie.l sc::'e!1ces. (4)

Diss:!.tisfactio!1 ~.~ th u..."'!:iergra.du~te lib=ar:.r educatic:l

in the sc~ool a:!d in t1:9 country at 19.!';.'e has t;i~re:: !':i..s'? to . (~\

discerning cr-i tical a:..alyses such as t::'ose by :3ri:::uet ~:

pointi~g cut the ex~ggerated 9wph~s::3 on technicalities in

detri!lle~t to :;:>rinciples, and the lack of an integrated

ap?!'oach to the activities anc.. services of lit-r~r:'ar..ship/

docu~entatio!!; Lima (6) calling att2!1tion to tt.e fact thst library educ3.tio!l in Brazil ':r808, ar..d conti!""~ues to be, basEd

on fore~.g!l models ~Ii th a mi!li::1U!!l of loc:~.l ada~tetic!!s,

,,,,::ereas Cesarino (7) :'eI!l2.rked on the failure of ~dding d:"sciFlines to the curri:t:lurn ',,;i thout eonsiderin.e th~t SUC~1

d:sci:?lines h::'~ie emerged an-:" d=velo~,ed \"ithin a rea2.it:r

st:-ange to cur o:,~ !"eali t"J, ':;i t!1 needs :=.nd processes of ~

diff9:'er-t fl,3.ture. In 1S.78 , Yiei:-::.. g: Lin:? (8) sug;;ested thz

need of defining objecti'les for licrar:r educe..ticn, ",hie}:

3.1"9 ::-elated ar .. d relevant to 3razili3.:: soci,=ty. This,

clearly, indic:!tes the need to tu!"!: to the sta~tiD.~ point

of thE cur!'icula:- process, vi~. t!ie educatior.al gC2.13 9.nd

It ~s 'fs-::y ou:sta,odi",_c: th::t all these cM. ticis::-.s

eonvere-e to a central point, ':'l!licn could. be st:3.ted as :'cllc~';s:

Lib=ary education in 3:r:azil h'~s beer. uncri ticall:~ t:',~'1spla:'!ti!lb

foreign models '.'1i t.l-tout tating in~o aCCOl'Jlt the conditio:.:':; _?.T.:.d

peculiE.!'ities of t~e 10ca2. e!!viro:l!]er:t. As a :-9su1 t,

educe.tiOI! hs.s become far !"e::-io~,ed fro~: tt8' realities ef the

c:.:un-::-y at:.d ~2S i!lf1u2!28ed lib!"9.::; :?::.e,ctice SLG. servtces, -Jili-'~~:,

i~ tur:l, a:,e net :,elevn..nt to s8ciety.

This :;-roo1e:: - the l'J.c~-: of con!!ectio:-~ bet1'reen to::.chinE;

anc. the soci.:::.l er:~TtrOI!~~~.t - is net !"sst::i ::ted e~{clt:,.3ivel~; to

li:::,a:,y ed-';.cation.

COr!1!non to uni 7ersi 't:! te9.chi!1E i~ tl'!~ ccunt!7/ at l~:'f.e.

c::--. :::::acteristic

of teaching in

is conf:'r:::.sd (0\

3razil. -,'

i~ criticis~s made of this

-4-

Th:: descri?tion G: the ori ::ins and. t!:8 evclution

et' li::-:i!"Y educo.ticn in B!'azil cont::-inutes to thi3 unc.ers-ta::-iir;g

~';as establish~d by d~crse 8.8;5 cf July 11, 1911, i"!:-;..ic~.

sections 0f t:-.8 Nat:'on~l Lib!"a.:::,-.

clearly visi bIg, l'las one of t:-ainin-c: staff for a s:98cific

i$ti tution." (10)

The evolut ion of this course continued ',Ii th some

i!lter!"Uptions until 1931 iVhen the progra:r.J!!8 1"12.8 extenc.ed

t~"10 Y69.rS, ";Ti th the addition of cou!'ses in diplo!':'te.tics,

!l ean';-r:-dle , li brarJ

of Dorot::y ?':uriel Geddes (no:"J E::-s.

G~ the Nacl:e:::~ie In3ti ~ te. ;.'!hil~ the inf~_:u'2::ce of tr..e , C(lu=se of th'? !'b.tion2.1 Lib!"a::,~ is e.sc!":c::d to tr.e 3C01:= d.es

0hsr-:es, the course i!'. S:ro Pg,~lo -:!~.S un:!9r :~"!1~~C~'1 iYlfl:'::-::c'3

..:.. g:-a::.: frcm "the ?.ocl:::efelle:- ~ound..:;!.tie!l for staff, s:~lar:i..9s,

sc~cl:::.rshi? 9.id, a"l':: the F:-SP3.:';,ti2:: ef m~ tsrial.3 u':'s

:ld:::;.':"nist3r8d :'n tr...:.t st'=!.t~ fror.l .1?~~3 to 1948 by th'? ~';;D.e:,ic.~""1

IJ!"05ra..,,:",J:l~ ,'?t tr..s fifth-year level, ~iv~.nE profsssio!le_ls 2-

p:-e:;:arsti0 !'"_ di.ffe!"ent in both dur~d;i0n (fi V2 yea::'"S in the

t:~:-ee in ~razil) B...~d. edilcaticn~l b,3.cl:.z!"0und (:1 b,?"c:-.el:cs

.. ~ ".'::> ,

1eg!"S3 .:..~ the libe:-!ll 3.!"ts ~,:~ tI'3.ste!"s in 1:'bI'3.ri:::s::;'i~ in

~roGr~e in lS44;

an:! classj.fj.cation, bi bl':"q;raph:r and refe,rence, history of

-5-

the bocks a.."1d of lib!'ari'3s, ~'Jhe:,eas its 9.dY!?.!lced !>r0E'r,?;r~'7!9

incl'V.dec.: or5a!:is~tion a::1 ari=inistr2.tion o~ lib r,'lri es ,

c2:t:!lOblling ~d c2.::.ssification, hi.st~,ry of lite!'.s.tu::-G, ~,:,

31::' electi7~ to ~'3 cr.Qs-e:r.:. from. aEonz S'..:'Cf! courses as

,~leogra?hy, o:-ganisation of ~~uscri~ts, m~p collectio!l3,

iconographY't music libraries, chil:'re!: 1 s a~:':: sc!1oo1 li'::'ra::-:" es,

u~i7e:rsi t".l lib=ari~s, nr..d sp>3cial l:"~ra:-ies c::- subject

bi bliogr.3.phy.

Jackson ccmments that thsse CCU~S9S, ,-Thi.ch 1.'Te~9

a~d ~'Tit~ t::'~ir f:.ffili2.tio!l to lecal 'J.!li7ersj:ties the r..eed.

~his l~st stat~ment does net necess,:J.r:! corres3)ond ';'ri th

the facts, 9.!!d car: be illustrated by' the e:-:a::,le t~:'..t m03t

of the cuI tu:'al discipli!1es ef ~he mni:!um curricul~

-:sta.blis~ed in 1962 1,'19!,"~ e.lr9~dy b~in.::: t2.ug:--.t .::.t t!1e Litlr3.!"'J

.sc..~ocl of 3elo Ecrizonte, b8fo!'"e it3 course ';':.'18 ~fili9.ted

tc the Fede!"al l'ni ve::.:'si t~T of !:::'r..2.S Ge!'"3.is.

more l:'kely to be th.:::. t the cul tur:?l disciplines ~'!8!'"e

introduced as ~ atte~pt to fill the rrap of coth ~uration

~ .. cl cor. "'cant th::t exis ted 'l.Jebrs8Y'. the ~~ericaT1 a.l:d the

3razilian background 0: the stu~e~ts.

r~he ?!'I?:" .. ch ir.fluer:ce in lib!'"ar-j' education :'3 to

be found 1Ti tr..in the gene:-al educational si t1J.9.tion of ~r3.zil

in the 1910's. t'ntil the 1920's cduc['..tior.. in the country'

had been the instruElent used for ce!'tifying an el:.te, a...fld

for f~cilitating the mobility o~ an emerg~.ng ffiiddle cl~ss.

The hunanistic ani rhetoric educatio~ LT1itiate~ durin; t~e

colop~al times (largely influenced by Portuguese a~d ~e~ch

education.e.l systens) l'las st~ll pr?v3.1er..t in the 1910's. 3y

the othe! s:de, the :rh.tional Library with its rich arid old

collection transpla~ted from Portugal to 3razil in 1810

1"13S requiring trai!'lsd people for its organis9.tion. ..ls Cl

result the course then imple:ne!lted in th:;.t libr'1!""J

corresponded to actual needs, a::d. this 1

-6-

. ~he Nuticnal L:i b:-ary in 3razil, O:-TiEg to its tra!l3pla:ltaticn

fro::: t!!9 netropclis :'?p:'es8:ltsd the cuI hlr3.1 rocts of t~e

colon~r

:21.ucl!tion in g~r:e~al (lib!'~:!'7r educatio~ incl"..lie:')

could. not have been ini ti3.ted in any oth'2r i'Jay in the

country, Q't,rin'J to Brazilian histo!"ic3.1 cond:' tio:ls of a

?eripher'!l cou.nt~..f If:' th an econony based on the exportation

of rm, material to -:he central countti.es of the ~Torl='

economic systen. Therefore, the nore gener~l process of

transculturation of education 'from ~'I'estern SUrope,

:;:articularly from :'rance, to a tropical cQuntrJ ~:Tculd include

lib::-ary edu.cation as ;1e11. :!:n t1:CS8 times this process H3.S

fitted to the characteristics 0: the National kbra:!"y in 3razil.

The ..;~eric911 in::luence occll.rred :Jhen :9razil i"tJ,S

undergoin; tte ?rocess of integ~ating the o=bit of influe~ce

of the US. This influence, ~lso, corr~sponded to the

historical process, then in course in the country.

~~ is the uncritical conti~~tion of the process of

tr?nsplar..ting li brarJ edt .. cation3.l lEodels, ig!:cring t::e needs

of the local environment, \'lh=-ch are being objects of co~cer!:

by some Brazilian libra~J educators. The need is felt for

the professior-als to acquire cr~tical atti~udes and

intellectu~l autononous instr~nents capable 0: leading to rethin1:i!1g of librar:,," educ:!tion in the COlL~try.

It is' opportune to ~1.;.ote ;~b:'9.u :rhen he places the

problem of tra!1Spla...'"1tation i~ education.

I: is ncnsensical the idea of en education ext=ar.ecu3

to the here and. nci'T. Ther~fore the scheol, ~n orde:-

to genuinely succeed Till al-:'la:~3 hays to be !'8c!"eated

in every cultural environn:.ent, eve!;. ','The!! t:-.. e locZll

cuI ture is, to a certain e:-::ten.t', the exte!1sio~ of

~ncther origin~l culture. No clearer illustration

of this exists than the case of the . .:unerica..Tl sc!:.ool,

which ~y incorpcr~tin5 the cultural contributions

of ~ .. !esterT! Urope, es:rcc~.:llly f!'"om Sngl~:1d an.i

Germar~, rethought a~d ~efo~ulated then critically,

and formed its o;{n culture, its m-In school system. in

-7-

function 0: the Ame~ic~ ~e~lity and project, departing totally in SOEe insta.nces fr"om the cuI tu!"o.l

theoI"'J and sc::ool organisation of the original

contributing ccuntriGs. (11)

The in~ention here is not to mike histo~~, but to

looy: at h:'stoT'lJ for the understa..'1d.i~_g cf he;; the p:-oblem of

d::'svincillation bet;reen library educ2.ticn and scciety- c:me .:.bcu t

in 3razi 1. (12)

The mi~i~m librarJ curriculu~ est~blished by the

~ederal Council of 3ducation (CFE) i!!. 1562 ,"19,3 strongl~r

influenced by bio Erazilia.~ schools. 'J:" th regarc to the

cultu~al discipli:-.6s included in the curriculum (history of

~rt, i~troduction to historical a~d sccinl stucies, evolution

of the ,hilosophic21 and scientific thought) thgir selection

~i;3.S influenced by the Library School e.t Belo ;!orizonte. The

influence 0:' the COU1'se ef t~e National Libra~l "TaS pri!'lci!)c.lly

t~rough th9 compulsory nature of ~aleography. T!19 i!!itial

objectives of the cultural d.isci?lines ,,ere distorted, :dth

the result that instead of fruitful integration and of serving

as a basis for the librarians activities of clE.ssifying and (13 \

refe:"e~ce, they became rather apper..dix: to the library course I

or, as one expressed it, as lIornamental disciplines". In

re~li ty, the minimum cur:-iculurn ircplemented in 1962, i"s's . t . d f>' + . 1 . t t (14 J C:"J. lc~se one yea:r a I..er ~ .. 8 l.!!lp e~en a lon. '

The introduction of the basic cycle C'J. group ef core courses) in ths social scier-ces as a result of lniversity

reforn, (the use of ~'lhich gradu3.11~r is becoming comncn to

Glost l:'b!"'ary courses in the COunt:-:;.T) cculd be, in the 0 !""!", a

contributing factor for libraI"'J education beco=ing ~ore ~9lated

to Brazilian societ~'. HO~'7ever, during the se:r:.n2r or. l:.brn.ry

teach~r.g in 1978(15/ it ';'las suggested that there lsc}:ed a. bridge between the basic cycle in social sc:'ences and. library

professional course.

A syste~~tic effort to c~nng3 the minimun cu=~iculu~

in force was initi~t~d in Ap~.l 1976 ~t ~ meetin; of the

Brazilian Association of LibraI"'J Schools (A33BD) in Campinas,

hen tHO library schools, namely tnose of the States of ]!inas

Gerais a::d Per=buco, ;.,ere ap?ointed to study the !,roblem

-8-

~~C ~r~se~t ~ draft ~rcposal fc~ th~ refo~ul~tio~ c: t~~

1 S62 minir:!Um cu:-riGulum. This dOCli.TIlent 'r[:lS initi3.11:'l to be

submi tted to ~he ';'BE3D, a.'1d after";Tard.s to ce discussed en t~9

broader national level.

The committee of Hine.s Ge~.is libra!"""J schcc~ l:::.te:-

:?:'omoteri a ne',-, meeting in Bele ::orizonte, :':i th the courses

of 3rasilia, Far::ma, ar...:! PerY'.anbuco !'epresented. A docu~ent

originating from this I:leeti~c -:nJ.s subr::i tted to the A3E3D 2nd

an ex~l3.!:9.tory ar-ticle 1'1a8 published in Narch, lCJ77, ~!here

one reads the statement: liThe pr9sent dOCUI!l9!:t iz the

S~'7lt!!9S::'S 0: the sequence 0: st-..:dies ?..nd diacussicr.s J ,qnd

!I!Ust be I!!3.de clear th.:J.t unity of thou.g'!1t &.--:1 agreemB:-.. t

r9garding its basic ideas ;'Tere =~ac!led acong the p,'lrticipmts". (16) NOt1'Ti thst:m:iing, duri!'l..g' the gt:1 3razili::U: Ccn3'::-ess ef

Libraria~ship and Documentatio~ held ~n July lS17 in Pcrto

Aleg~e, the the!'). p::-esident of th9 B~9.zilia!l Association of

Libra:;:'Y Schools C:"3S3D) presented a payer expressing her

opi!1ion of the lio:rc-!"y et:rr~c1;..lum Ch:l!"'.8. Ee::' :::.cccunt,

otheI"".liss valuable in reporting the evolution ef Brazilian

li bra:;:oy ccurses, 8:,_ded .o~r frustrating 311 efforts so far

undertaken for cu!"ric1;.l,9.I' chc.nge.

n8cessar:,r then a C!12.0."1b"8 in t~~e cur::-iculu.m, :'Tculd be the

revision of the course conteLt of ~he di~ciplines, anc s~e

argued tha.t "i'le ~;lould Ch31169 n3..'7.8S of dis ciplines, but ;~ould

continue ... dth the same content ani the same mentality.n(17)

The immediate reaction vas a flur,,-y of ~'Tritte~

questions (commonly usad as :responses to p~pers presented at

Brazilian congresses) related to the draft propesal on the

rninimun cU!'!"iculum

;.s 3. conse~~uence 2. ne;" COI!l.r:!li tte-e '1'13,8 ?ppoi..."'1.ted, nSH

ccm;osed of repr9sentative8 of the S"t.3.tes of 3ahia, 3rasil:;~

,r: .. th the pres9::.t s:' tU2..tion c"IJ..estio~s are bound to a::-ise ':li:h regar:1 to tC3 res:' st:!.!:.se to c::ange ef

the ct:.rriculu~. :for exarn.:ple:

Shculd ",'re regar"i libra!'Y education in B::-azil ~s an

indeper..dent ve:~able, r'?::l')te f:;:oc!!l t~0 sccial C~2:'~gGS .:md

the developm?nts ~lhich }1..eve taken place ui thi!"1. a:;.d 'cri thout

lib ra:-ianship , b:, maintaining a minimum cu:-riculUl'l

-9-

establisted 17 yea~s ago? Sholl1:::' b8 continue u u ;: d,~tingtl

t',,a ::::urricul2. b:: the 2..dd.ition :f ne~-r di3cipl:"!'les ~?i t::cut

a... ........ y tho~ou~ cor..sidere.ticn of t~e '.'.hole cuI"!'ic1.A.lar st:uct .. ;.r-e?

Are disciplines s,;.cl: s.s History of art, Zistcry ef

l:.ter3.t':..lre, a!'ld. so on, the r:1ost 2.?propriate in !Jrovid.i!l6 Cl.

b~S:'3 for rel~ting libraries a~d infc~ation services to the

life of the nstion, from the point of vie1'T of i 1:S ecc~onic,

social, educational, scientific, and technologic.:tl deyelo:;;rc.ent?

Has the ne':T cu~~icul>.l.!!l proposal bee" fully understcod? "ihat

chan:::-8S are necessary fe:- it to be iI!lplenented?

These seer:J. to be c~e!l questions to the ext'3nt th::~t :;..

ge!'l8!"al consensus has net yet been reached in regard to ch!?.!1ging

the 1962 cl;.rriculum ani the :-9sist9.!:ce t~ the ne~'T propos.~l Ca!:.

be seen th!'oug,. the delay irl su1::~ittin.; it to the Fede~;:l Council

of :::ducat~on.

This b!"ief discussicn of t~e prcble::.s of unde::og:::-adi.L:.te

library education in Er.'?zil depicts a si tl.le.tion th:J.-: C'1:". be \

Library ed~c2ticn Presor:.t st3.te

Post and ~ ~r;962 ~~rent practices ~J~

Problem - Disconnection froIJI. Society

, , .-, , , ,

,

SOL'CTIOl! I I

, , Defi"ition

of objectives

? , , / , " , '/

, , ,

" / , , /

3e.sic c:rcle S~cial SCi9r:CCS

-10-

Ccnsiderir.t tea. t the ms.in problem of undergradu2. te

libra~'" education in 3razil i3 i ts d2p;~.rture from tee

~ealities o~ th~ countrJ1 the contributing factcrs for this

situation ~re linked (i) past and ~resent practices of

importinG' libral"""J education models ~:Ti thout ta1:ing into -~cccu!!.t

the local condi tion.s (ii) suc.~ practices mentioned in (i) are

tr2.nslated into the .p::'8sept minimum curriculum, and (iii) ther'3

is no integration bet~'reen th3 basic c:rcle in social scier:ces

and the professional librarJ cycle. This sta-:e of ~.:fairs

has led critics of library education "in Brazil to point out

t:-.9 need c: defi::ing objectives for librar::" education, as

'ner.tioned before.

The further cor~i~eration ef the probleo of undergr~du~te

licrary education in Brazil, leads to a ne\o}' set of questions:

~}hat are the elements of the reality ,rhich ~re desired to

be ch:o.nged?

1}hat are the poss:!.ble ~'!ays for those chs.nges to be attaiY!.ed?

If the basic cycle in sccial sc~er-ces is felt to be a first

step in the direction of connect ins librarJ education to

the life of the country, - how is it being integ~3.ted l.'Jith

the professional cycle?

Thi3 piace of w"ork also inter..ds to contr:!.bute to the

present discussion on curriculum that exists ~li t.rlin the

country. Once the o'o~ectives h:.ye been nCI:lin1'.ted as the

starti~g problen for ax.y curricular Or,7,'Blliso.ticn, i.e. the

defini tion of \"!ha t type of librar:, profession:::.l :!.3 requi!'9d

at the undergraduate level to actuate in 'ilhich reali"t:-,r,

concentration \fill be placed 0:: this aspect.

The zene~al premises underlyi~g the aPFroach ef the

the!!le of study here proposed can be stated E8 follol,/s:

1) The library is defined in re1:.tion to the social cor.text

in ~";rhich it is placed, and its objectives are necessarily

related to the society in ~uestion. This !?ssumption is

fUndamental to the formu12tion of objectives for li'orary

education, since other.ise the past mistake is incurred

of thinking that it is possible to conform our reality

to educational models developed in other SOCieties;

-11-

(:::) A connection cc.n be mar:e bet~-reen libre.ry edl;.catic""~

3:n':' t!:2 society in ~;;:::..c:: it is p.'3.rt, a..."1i ca.n becase

relev3.nt to t!lis society to the exter~t th.3.t in the

pra.."{is ef te9.c:::"ng i ~ is sought:

to ic.entify proble:,ls und.e!"'lying the professional

field in qU8sticn a..."'1s, to ref~r tr-J.ese p~oblems to

the "lide~ social context;

to seek to go beyond effects in an atte~?t to

comprehe~d thei= causes, and to ~~alyse these

identified causes ~ji t..~ .9. !J8:?:3!J8Cti ve to change,

assuming a critical vie\Ol ef the ::;iven situation.

r

-12-

1.2 A fra.:J.e~Tork for deve:lo::;inq' educ9.tional ob,ject:.ves

fo~ lib~a~J educatio~ i~ 3~azi1.

The ap?::"oach to .leal ~;i th the proble:: of underg~adue.te

libra~J ed~cation in 3razil - a p~oble~ of defining general

objectives - fl2.S led to the '.:uestion of Nhethe::" there :'3 C.

clear-cut cur::"iculum theo~T to orientate the development of

tl"' .. is ~ieee of 'dork. The anS1rer to this question is pro7ided

by Kerr (18) ,the has analysed the deducti'le and. the inductive

a;:;:roac:-.es so far und.ertaken to the buildi:r.g of cu::"riculum

. theor'J. Ee sugsests t!:El. t 2. theoretical frame','lOrX capable

of guiding c\U"riculum design is still lacking and he poi!1ts

out that the term "tlceor:;r" should not be used in the

sci,e::tific sense, but one !:light legitimately use the ter.:.

in the ecpirical sense. This use includes speculation,

sspecially ':ihen it rel9.tes to a number of hypotheses or to

the sener~l backg~o~d.

To the term curriculum rn:l.~~1'" defini tic!1s are being'

ascribed and it i5 being used in va!"ious senses in t!le

educational literature. Hoctever, im:91ici t in most

definitior~ of the cu~riculum are a~ l?ast four important

eleme!lts: aims and ob~ectiY'3s, conte!lt, learr:ing (10)

experiences, ar..d evalu?tion. T:rler.J h3.s exp!"essed

these el-9ments in the fo!".n of ;::.uestions.

1-1. ;,fuat educational pu!"poses sh:uld the school

seek to atta.in?

2. "}hat educational e:,::os~~ences ca': be ::oro-;ided

that are likely to attain these purposes?

3. Ho:'! can these educ3.tional experiences be

effectivelj~ orgar;.ised?

4. Ho;,-; can ~de determine ,:-,rI19ther these !Jurpcses

are being attained?"

':U!lO~g the existen"; r:lOdelz fa!' curri~'.llU!l

one m2.y take as an example the model develc~ed b~"

thear:/ , KeIT(2C) .

r

-13-

.;. model for cl..i.!':-2culuT.. th~or'lJ

pu

OB ECTIVES

cognitivo oJUctivo poydwmolOr . I Dom2ins I

1 DUciplinO 1 ~ ond odcction of =po ond principks

IKNOWlEDGEI I

( )

( )

t_

Callection ofinfomutioa. (or we in

I Making Decisions I about curricullU11

'EVALUATION' +

I 1------iuurvicM 1ne'Smmt . .Ie.

t

Source: KER.1, John F. The "nooble::. of cu .... ""ic\.!lt:.m !'efo~. 1971

This 9.scribes a mO:"e cO!J.prehensi"18 an'~ dynanic

deconstration to the curri~~lum p~ocess. He st

-14-

sense are operationally related to evaluation. (21)

Although recognising the :ilIlportance of behavioural

objectives in professional education, the present work is

intended to discuss the general lines or principles for

library undergraduate education in Brazil, from which

specific objectives can be derived. In spite of the

compulsory nature of the minimum curriculum, a case could

be made that it should allow enough flexibility to the

educational institutions to define their specific objectives

and to compose their full curricula. A minimum curriculum

must be seen as the instrument to assure that the essential

knowledge and skills are covered. The determination of the

>that and the ho,r to be taught would result in rigidity, a

weakness to be aVOided in the concept of min:illlum curriculum.

A model of curriculum showing its constituent

elements does not by itself give any guidance as to which

objectives to select,

types of evaluation.

>That content, >That methods, which

According to Taba(22) a.~ effective curriculum design must make clear >That are tne bases of

the selection, as 'ie11 as the sources from \ihich these criteria

3re de!"ived. Althcugh most of the curriculum specialists

agree on the sou::,ces' from '\ofhich educational objecti7~s m::..y

be derived as being the nat~~e of t~e subj~ct ~atter, the

state 0:: society ar..,j the need.s of the learner, there is ccnsiderable di3a~~eeme~t ~n e~ch c: t~ese ~h~e~ ~r9~S.

~rom th~ el'2::ents ide~t:fied as sources for t!"i9

defini tion ::f e:'ucati sn3.1 cbjecti y~s. t::is piec~ of \io~k

~h=-s dec:'sion i'las p::!r-:l:r due to the need af :::?s-:~ictin;

enviro~~ent in ~razil.

?he difficulties posed . b~r th~ elemer:.t - I'-:::e natUI"O of librariJ.!lshipu - in th~ t, al thot:gh there o.re

several stlldies analysing its no.tu~e, :providing a val'..12.ble

-15-

b-?sic for th-3 undarstanc.ing of its evolu.tion e.:-.d :::resent

ste.:e, thest) sttiies do :10-: take intc acccn;.nt si~ific,:-.;.nt

eFis-:emclcgical contributicns s::'c!l ~8 those from the

!lhi3tc~j.C-:ll ep:.~te::olcbY", t(~~~e!l"=tic 8riate::.c18b:,tlf, oes:'d~s

th~ l1cr:i tic!::.l 9pis tenolcgy". -) I These lacunae ',lcul1.

reql.li:-e 3...'1 ext:-=. methodolcGicB.l effort, ~'l~ose e:fective

pe:-for:03.nce ca,.not be dealt -,8. th here, since they lie beyond

o'.;r personal capacity. 'I'he option ,-ras then made to

- + 'h t -b -. f ,- - t ,- - I "I (24) . h - . ~!lcorpora .. 8 ,,_8 con ~~ U"lO!:S 0 _1:" eCKl s mo ...... e ~l le..;:

ider..tifies the subject of lic.:r-a:::,r scie!lce (considered by him

to be a science) its methodology, ob~ecti~te, ~'1d natu:'9.

~hi.3 is de~lt ':',rith i!1 part fo".IT ef this :rorl-: .Tithin the

d::'sc"J.ssic-ns rega:,dinci the basic c:.rcle in t1:e soci21 sci.:;r:.ces

Frier to the Ii b'!:3.rJ ~rofessional cou!"se.

The stu:"ent, as ,3, so\.:!"c~ fe:- the c.ef'in:.ticns of

educational objectiv'9s, is d'?e..lt ~'T:..th in p.~!'t t::'!'~e, on t~~

b~sis of S088 of the 8y.iste~t studies on the ~~~zil~~

uniV'ersity stu.je~t, besic.9s one specificall:.~ =el~ted to the

library student. It ~'las felt neceSS8.!';;." to k!'!.c:;" "the extsnt

c: . integr~tion (0::- no"::) of the b:~.sic c:rc1e in social

sciences i'!i th the" Ii brary pro!'essional COU!"8e from the

po:'n.-= of vie~'T of th3 stud3nt. ..l fieIi study T:12.8 made, by

rnsz.ns of ;uesticnnai::-es 3.ppIied to all stl,-cr;n ts ef the

Li bra!'y School of the Federal L'ni ve::-si ty of f.!i!las Ger'l.is Hno

had yassed through the b3.sic cycle in the scci3.1 scie~ces.

~h-'.? !'esul ts of t!1is study are ~r2s~nted ~T).d analyse:i in pert

three of "this '";-rork.

ene approach to de"l '"i th the third elemmt - the

social environment of B:;:azil - ,-roul:! be pro'Tided by studies

undertaken by social scie~tists of rep~ted competency.

HC:','2ver, it rnlst be mude cle;'!.!" th~t this piece of i'rork does

not intend to discuss the posture assu~ed by those scientists,

bu t ,-rill examine thei r findings as they pertain to the sco::.,e

of this study. The origins of most of the existing proble~s

in underdeveloped societies such as the 3r,szilia."l society

are expl3.ined in their ~'lri tings and. this is 'the startir..g point for any change 1lhicb. is intended to bring about in the

relElted society as a ;rhole, or =-n part of it, such as a

curticular change.

-16-

After~his decision 1W.S made, the next step "'QuId

be the selcctioTJ o~ topics accordin~ to th8ir relevance

for library edl'.c3tion in Brazil. This selection 'lClS b3secl

on the Cor:u:lunication cycle, in ,)hich the librarc' profession exists. A first vim', 1'TOUld show the com!!lunication cycle

of recorded info rrw. tion from its Generation throue;h its

processing to the assimilnticn of information by users.

Communication cycle of recorded inforr.1ation

Infcm.ation gener3tion

Assinj.l~tion o~

infor;:OCltion

) /'

~.

Infor:c'.:J.tion processtng

Lib}:'arians t along 1'[i th oth~r professionals are

integrated into the processing phn.SD vlhich does not excltl.de

the need for an understanding of the overall proc9ss, as

,'7811 as for all aNareness of the context or environmen t ~"1here

cotn!'D.unic3.tion occurs.

For a better ident~fication of topics this di"lcram

~)ill be further exteT!ded, on the b3Sis of

Burchinal (25) and Lancaster ~ Smith(26). the models of

Both models "o.re

intended to be limited to scientific ar.d technical ~nfor:;mtion,

but it is not hClrd to envis:lGe ',Tithin the dinp;rnlil all forEs

of recorded communico.tion t vrhether to infor.!!, instruct,

persu~de, o~ entertain. The cre2ter of a literary pi"ece,

for instance, may not be rGstricted exclusively to his O\l~

iBaginOltion but may search for data or undertake backcround

studies. His \V'ork, once it is c:'c.2ted, \vil1 pass through all

steps of the corrununication cycle.

.. ,'...

-17-

THE CO~IMUNICATION CYCLE OF RECORDED I:;FO~IATION

PHYSICAL

ACCESS

SECONDARY

(7)

(6)

(1) CREATION

OR

GE:lEP~\TIO

(5)

( 2)

COMPOS ITION

&

RECORDING

(3)

PRIMARY

PUBLICATION

PRIMARY

ORGA~IZATIO"

ACQUISITION

&

STORAGE

CONTROL

:3te~3 1,

to 10

-18-

Th~ !Jrc cess De'D-!!'3

result3 0f researcl-:. 3.:-.::. devslo:::::::ent, for inst'?.r..c-3).

, cC'!l-"'s:,s:,:'::i.~~s ,

11 to step

~ ... .::-".,...._- ---i """ ---- --------_ .. ,

. , !1:':-:; / ccc'nr.

telerhc~-:.

:':.e~;

~/

I 1-: III

'TJ ... ::: .... r"\ ," m

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r ~ ~c: -I-'

a: ~:

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F

r.:

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'1

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+> ,-' ()

;.i 'cl Cl

L' ,~

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.

'C' Cl

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i I ,~) , . cI 'I ;i '{_:

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",. " d .,: r~

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-20-

SS::'''J:''-::-ss,

i~~f,:-!:";:::.:..:::'on. sc~:-;.e::.""

. c:; l E: ... :::~!! t s fc~ SUC~:

to ? "::Jett2:::'

1.: b"l".-::;-.-r / -- ----,J I

-;..,-,-.; ;:;,-c'r ------'"

::1 ?C8 In

:!":.s-se

~."v=- 9','., ef \ 1' .. ':; o~"-t'l -8.

1

f::c-:c ~3

:":-on stuients at t::e

-21-

to

The co~t:-"':buticn3 0:' thes'3 vC.rictl,C:; f:lcto::'s tc 1..: "~ ..... ..,~,. -- ~-:--J

-22-

( .; .; ': ~--,

(, " --- l':c~:

t::-...:.:t :L~s Y2.:'i':aticn :"3

i!l7cl-..-ed in the li':lr'=;l.!""J educatione.l ~rcc8ss.

1 ' -. "

, C'7":) -- . ..- ,

-::i.3ci:7:!.ines.

-23-

(?Q) ~su~ . ...:~ ,- -',

Tsupal ir.. his maste!' IS dissertaticn ciefer:ds the inclusio!l

ef ir...:'orrr,ation science, albeit at onl:l an introductory level, in

the unde:-graduate curricula, since he states that: "for more

ac.var:.ced studies the st-.l.-ie::t :-lOuld neBd to l.~m'l sever-al other

pc.!":J.llel disciplines, in ad,ii tic!: to t:'!cse alree.d~r i~cli;.c.ed

in the cur!"~culum".

Briquet (29) discusses Hbrary education in Brazil,

shouing that it con tail13 several imbalan ces, ,,i.th: (i) = overemphasis on technicalities to th3 detriment of the theoretical

as!,ccts of library problems, (ii) absence of an i.ntegrated

approach to the ach vi ties and services of librariunshil,fdocument".tj.on

using the techniques of systens analysis and focusing the several

disciplines as a'l o1'l":anio ,rhole, instead of isolated and static

pieces: (iii) a dOgIOatic fidelity to cataloGUing codes,

documentation norms, and classification systems, ignoring the

entropic process to ,rhid, they are subjected due to documental

informati on dynB.l!lics, advances in the informa.tion tcchr.ology, and.

user psychology, and (iv) efforts beinG made too:ards the

incorporation of infornation about the nost recent technological

innovations in this field ui thout effectir.G c:'~::'..!'!ges in the Hhole

structure of the courses.

Cesarino (1973) cri tieally .~:lalyses the unsyste:l.?tic

reforoul-?tions of the library curriculum and presr:!nto various

sueecstions yTith reeard to ch~nGCs in curriculur.l on llhich .:,ction shculd

be taken. These include:

An investication of the totality of needs for infor2ation.

A survey ef all library curricula in Brazil, including their

operational objectives and course content.

An identification of the ess~ntial disciplines for the b~sic

cycle (e;eneral core) in order to provide the professional

1-1i th the fundaI.1ent~ls of scientific l:nm:lzde;e, and to

specify clearly the objectives and content of such disciplines.

A survey of the actual options offered to the librarian e.t

specialised and post-eraduate levels, specifying objectives,

prospects) structure, and adeQuacy for the attainment of ( ~O needs. ).

Assuneao & Fiuza (1974) describe curricubr changes introduccd at the School of Libr~.rianship and docul'lentation of , the Federal University of Ninas

inteeration of the profossional

Ge::!'ais envisioning better

disciplines. ()l)

Fonseca (1974) points out the need for post-?:raduato

courses in the countI"J due to thc groat development in

librarLmship as ,rell as the emergence of documentation and

-25-

infor.u3..tion science. He stresses th::, t countries in thc "rocess

of development, like Brazi.l, need at the S:JJI!e time underGraduate

li brarians for the popular and school librari.cs cl' the hintcrl::lllds,

gradu:lte librarians for planning national and regional library

and documentation services, and researchers for the infor~~tion

science. Althoueh dated 1974, this article I/as originally

a communication by Fonseca durin3' the ABEBD (Br:lzilian Associati.on

of Li.b}~ary Schools) ser::inc.r on library edncation held in

Belo Horizonta, in 1968. (32)

Fi(>Ueiredo (1977) strcsses t';e need to distingu:ish

vocatj.onnl from professional tasks in order to educate hTo

dj.fferent levels of librarians : undergradun te, to pe rform

technical routines, and graduate, to perfor:n more creative tas]c.s

such as planning, manngoment, researching, and teaching in ( ) .

li brarianshiP.,33

Z:tndonale (1977) pointed out tho.t "the product of t:he

Brazilian librarJ schcols in the fo~ of a st~dard graduate in

librarianshl.]) leaves plenty of room to be occupied by trained (Od \

assista."!ts "nd hi.gher qualified libr"rians". ~. J

A series of se~in~rs on libra~{ education peId in

Belo Horizonte, 13-25 FebruaI"J 1978, provided 3. fo!"Um for

reprcr~entatives of several schoo13 to discuss teaching practices

in the p~ofessional disci~lin0s. The di~cu~sions ~tiere P::'0C0'i0d

bJr r!'es~nt[l.ticns of local and other invi ted coordin~tm:'s on

specific disciplines, dealir"f; ~.ri th contsnt, methodology, tcachini;

materi"lc, and trends of the di3ci:9line. Amon~st ti19 :proposal~

m~dc ~'le~e: that user study and education should be treated us

a c~~ricular d:l..zciplinc, and that infO!'rl3.tion science be

included. at tte post-rrradunte level. A consensus u"s r

( .: ~ ..: \ -.----"-,

--' 1.'-

-26-

_ ... ..; - ...... ..1.. - -- =:...,

'''. S-:C2.::..1. :'nsi::" -t~;:t:J:~ 1-:",\

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:.~ .,.!

-,-I ,_i rI

t."!l .r; ~,

:'. ," ~,

0, ,., ,,' !!

" ,t; ,,, :.:)

"' ,,. ,,1 , . (: : " ,!

.p ,: '.1) r:l

" G " ,,"j ~ " ,-, ", " " .r-! IQ U' r,

'" c-r, ~.',

'd r: (:1

r-I 0;

-,-j

" (I Ul

. ..1 I) (')

UJ

'11 -..I .t!

,,' " f: G' +, +-'

" PI ~:)

" d ~, 1,1

,,.i

b;

+' .,'

"" 0> " ;J cl C' , , , " U)

" ,c! +' r.; ~': ." ~,

,1 G' U j.:'i o r' G' !> O'

'cl

f-r r:l r,

,0 .,' .-i

~~) o 4~'

ID d ~c1

+, 0' d !>

.~ , c1 f")

rt o

(1l

rl !), c, ()

,-, GJ r-;

~;I

10 n'

',j '/"1 io-U , , ':'1

0' t/!

tIl 11'

l:"~.I" .1-'> -;;j' s::: ...... ..-;:l

" fI (" ,,' u)

" If!

", d :-:

1 ,., 'I

" , , , t':

" :~ ; r' ,t:: +' -,-I ~.-

I'f)

1="4 ." ,-, c' (;\

~:;

.~~ " ~.;

"-I ",~ ~,

'" t---0\ r' ~.'

r: 0, r: " u, rn ,,'

" III (~ ,

-I-~

l': o

(0 +' [Q

0' t:;,

8' III

~,

[I',

~. 0. ,-, ~

PI r"1 " ,~ '"

',., f, '" t,

.(") .,' r' ID " ~-i

" .,' '" -:1 m G'

" ,. f,

" ., 'Cl " f,)

r. o

fH

tJ)

'" " 'd , ' .,~

" , , I:!> o .. , ..... -.. P tn s:! ~J

,::: -....-o 0' Ul

.. p '" C'

~, r-. ',_j (I

::1 ~,

Cl ,..., P. o G' P.

~~ .,' d ~

rH 5_: 'r!

',-, ~

,n 0>

'I ,

-28-

..:..., 1(;.'7,' ~-- - .. -;.

COli.:.--se 1t::.,":) ... ~n:::?.tion2i1 -:112::.:''3 ::.:-~ -ii2CiT)1:.!!'.?s

i:1:(j!":'!!.:~.tiOy~rt .:::..~:i IIrib:--:::::- :..~ SOCi.et~r~" (:~~6;

of f,'3.inin.g 2.CC'3SS to r:l:;dia.);

tc

2.1:

39.u~cl,=rs (lS'75) c.?lls fe:: .~ s.?-::"sfactor::r t~,=o::t of

:1"0:: th~ in2 t~ t1.4 tions to -::he -3.cts cf COTIlE"'-..rr:ic:J. tion. In 1972

Ss.~..:Y:.c.2rs :-eccmr,len:'ed the -:r~aS of st ... :dy .'J.l:':' 2.11oca:ion of til.'.8

cor:.':rt~!1i::::atio!1s, 01 foun:.atio!1. :::ou!'se (7.5; ); (ii) T.-S9r stt'.1:"'3S

\/7 t:'.,

a:'.-i to he ~~cl 8.::3.11

li "!::=r.:::..ries,

-29-

CCll.::"ses SU~':"'?st'2d 0.:::9 :::"(!Co~:::"':.~.i-3:l ~:;' (r::.~\

lib !'8.ri -38 ,

etc.,,(51) such .:.3 schccl lie ra::-i-3 S , sr.:all

e. discnssicr.. docu.~sr:_t :?t the

five 9.::"9~.S tG ~e co-,:e::--3d by lib::-?r:T/infcr~,s.ticn eC:.lce..:iC':, .

f:.rst a:-'37. sU2'sested .::gf

-30-

r~-'. "7: ...... C_ .... l-~S ',:'0, --- ..... _-- .

logic t statistics, li!1e,uistics, syste::l ar..alysis, beha"r:..our2.1

sciences) o,hicr. are beneficial for library practice and educ"tion.

On the same li!les, lhsri C: Debons (1972) suggest th:o.t

the cO:J.cept of ini'or:::ation science ~ so inti!:!.atelj- related to

the b3.s:'~ concepts underl:'ii!lg libraz:r service that it shot:.ld :e

inc~!1Jo=ated in the 9!'lti:::-9 cu:-riculun ::-ather thSll be 3.:2 ou-:s:"de

speci::.lity_ (58) ene m:~y con.clud.e t!l:.t this exa::.i::.ed lite::':::t:.:=e

Ca!: -tr3.1 to t::'e di:3cU3Sicn :'s

edUC:lticn to .~ J.. ,8

I .-l

'" I

en r/ 1" u t, . ,. ,

n :j (/I

~'1

" ~j 17': .,1 r-, r'l r:

'.1 (1, r .) _I' Cl s=: f, n (,

,~~ ~C~ .:~ ::; r', ~I

()

, .. \ C t:\ 'd ,11

" n r! ' ',.-1 (I'

; $. I fl \ '-." '( J ,... ~!

U ~i I I r: .. ,

(1\ C', -/.) ',' D f;:

.r! L' ~I .n

fn or! r~l (J ~.

t.)' (! (, r-'

... ,,) ."j ,-I

":1 , :'0, cri t) 'U .--1

o ~:i ~l ~ 0 1> {:'.

,..I cl rJ) (~l

(!I.I 1'-' (-1

Cl ..-1 ~I ,..1 ~ 1

t-~-' C'

'" rl i~, f: o o

o fT.:l S C1l [) .~i hI "-' " '" a' ,--I O).L"' DJ en ..... , f' r, .. f, ,~ a -g ~~ 0.' 0 .q ~J ry, (f') ()

Gl ',1 0 0) _p..-I

,.r:: !'l ,e, C,) .p ;::; ('.',.J:

,op .p h ("I U) .0 ~t Cl) -p

1:0 ;::: ~ ~l (1-, 0 (I, ID 0 ,r.

,r.) 'rl ~'; 11;1 TI 1="': t, H ,~

'j (,

0'-en rl '11 01 rI rl fl cl ~

" .. C) -1--' ~

Cl! ('11 .,p E: 0 Q) ;_J ;:i (i) f, ri 'L:I .r.: (J .r! 1',' (-I rH ""' t--

" , () ol...-l Ul [-,

('1 I " ") '1 (11 p-: [! I,

,':-' .... u 0, :::; 0 In ,,' ,

("""~ t: ~ 1(', '1J "'d ..q.

'", [(I fJ,,-.... +~ r-I :'1 H-" -: (I.' (\/ 1.'1 U) ;l

-": ('3 UI f' i:; D

,1 'rl s:: rl ~~ c.

1-!1 ..,: '

( , ~ \ ,..Lc"

rp\ \ _..I /

( ''7 ) -. ,

-32-

~he :,.cst im:;fJrta~::t stu-:ies C!1 th~ d e'T~l c:':':"I.ep.t ,:,f .!.J.. :::-2.~: ~d.~caticn ir* 3r3,z:'1 ::.::-5:

D:~'~S~

!n t; , ,

b~~l~o~=afi~ ne ==~sil. 5! 95-124, !!'i3.!'. 1~'57.

c'!'). cit.

~L3S0, Lau!'a Garci3. r-Io:'::!!:c, S . . '!.. ~iJlict3ccncI:':iC\ ::'2.Si12i!,~. 1915-1~65. ?.io de J9.~s:"!'o, I!;'3titutc Nacic:-..::.l do Li7:-0, 1S"'66.

'~hi3 c::inicn -:iSS g:"7S:-; cy O!E: 0:: thr:! inte!'vi9~'TS~~ ::sfs=:,s-i. to i~ char'-:'::- fCL~r of this -,'T0:,1:.

ene :n?,g,:" a:te:" i:s i::~12!::9!".:.t:!.-:ic-n c: t!12 1~62 ::in:':::.t:.:."!1 r::'_'.r::-ic'C.l')Jil a IJa;e:- ~ .. as ::!:~es8nted ~t the 4t:-~ 3razilian Congress of Li:::::-:::.:-i3....Tlshi; a!"'.:.d Dccumer:t-::.ticn c::-::' tiziEg the :rrin-irn..u::! cur::-iculuill -.vi th S\1;g8sticns :or c~a~IT'2s:

I~: CC!f:?2SS0 3l":..SIL2IJ.C Fcrtaleza, lS63.

POLl3, J.na io!E.:,i? .~:~aj~d9. l:etoricloei'3. do s!",~3in0 "'?:". ;:.: blic~ ~CCr..CT.::.

-33-

h::.V8 C::'t.:~:::,s.~'1 ~:--.:l ::71.;.:li3:-~,=d t',TC h-;::'::'bocl:3 ::"2i'=::'::'i.!'.,:. 8!;"; ":C :~~8 C::::::::~:'V9 do~e..:'~ e.:*.d :?:::r:t::::::- t: t~:s :-.f:'"'2~tiY':J :'c::-.3.:':"c.

?::" 1:'.: ...... ::.:; '3'::.:c~~r;:-'s 31:

(23)

-34-

1 .... rC::.ST3?. ~ ? ".~. ..:: s::::::~:: 1 L. C. ~ :::71'.:,,:':_.::::a t:~..:n

, S3V:'TIZ, >Jt ?li:". :~e+'cdCR d; ~es_~.:.':S2. n:::s :'9 ~ ::,C"J9S S (:'-::-": 2.': :3. ,

.3i-o Fa-.o.1c, He"der, lS'"'l,

,!,ST'::::.~.l ~ :lede Ifc. r:03 cv.!'!":':'cu.los

3~! ~'.l'ST, 0"::. cit.

QiJ. c~ t.

~}': -:h ='JG3.~ to C9S::l!":"no I s S1J.;~es-::'G:'.S t ...=. f.-:;-;

-35-

5U:T!)~, r.r}.=:.' 1,. :::. P?'.ll ... r.: ; :"s::'t~_ f': ;:[~tj_cn

:n:.s; Ccl12S''3 ?::::-:: 3c:n.csl c: L:~::-?::T ::::.'5. ::::"'c!"'.:s.ticr:. S.;:"ViC3S. 1}~i79rsi t:r c: E':I.~"li:_:'J l~'-:S.

:L\'?V.-L"W-: !-=LLI..:~:3, Fe.~::'s 1 l~;:::3C:C', 1~7 ro

7 ~.

~ 'J.

v '0 A.S~r~T~:'..C, .Ja:.di::'2. 38.t:'sta ?!T.'ZA, ;:~'2:-:.-S:'3.

.~("\ r::U.:'''So') da ';:'3c-::l:l rl2 B::',-:)2.:'c:t,?C::'f\r:'71:"::-~ dq .:~C. ~bl:i:d;=;C0!'1 . F'??,!G. =(1): 1-:::-59, 19::

?TG1T=:?,.-:m::, n:~~ _~ JCH:T~":i:~::-?AC_::.C

:~1';:::!,9, 1:-71

L.:r.,::c:: Sc~:::l 'i::'S s '?:-: '? t::. ':'!l)

:n o - ,

". :.!1.':-.~ 8

T.- .... ,..:: ,.. ..... - ..... -' -:.-. 11e-

r~:'7~~s~t:~ ~Gll~:J, (;:~,.....+-~,...,

("-" \ . .., ..

( ~:-:-l , ,-,

Ll-C,) " .. ,

( "1 '. .. ' -. ;

-36-

S:?C'T, 7. 7.

175-2:3, lC>=:Q _.F' _

::~~T, Jc:-.!'L ?lJ..!'!.n-i~.! 1:' 'J:''''.~'' ~.=--uc.s.'t.: en. -:"1""':'7":".'="-:::.ses; :. s-:-..:d"'?" sf ":hg ?rocl3:-.:s :'!l701~r;'2d i::. th~ ::.~.:::..~e:~2~:: :'..!':.:i o::.gr&.t:L.::: c?: :!..:..c::-.?::,.- sc~;.o01s in -:h'3 ds!"=T2lo;in; ccu.ntries. Lc~dcn, .:... :).3"J.tGC~:.' 1?72. 137~.

?2.ul ., 3::rl:-or, lsn. 2'27p.

:C'L'i_":P, P.'ltricie. 3. The li b:,s:;:o:r -:"8 cOi:1plex ')r6:;.~!is2ti('n i::pl:"c2ticns fa:::- l:'~:::'-9.::;r ,,=duce.tic-~. I:-;: ?_~"!:}:!, C.::. B-:'. ~:-~:-!"-:. .3. ~r.e ':,;':::-.- Q..c' l..:b=:l:-..:' .::.ns~'.:" "0. t:;;-:~:.c::e::., 1'T. '":., m'~!:l 'SCn.::-3C:'C',: 1':-855, 1973.

scie::.ce. In: Sc::col ef L:"b:::,:.~r SCie!'lce,

F!"('fS!ssicn~l structu:'es :n~ USsi3t;...~ce of .'1."3. E:sle~!.

c: ??_~:Z, 3.';. L:~;j'~SCO t 1?'7 4.

, 0""7'% - - I .....

e"::u;::aticn ~~_1 t=n!'linbo '!::_~~ ~h9 P:.ris, T_"~'~3CO, 177";'. rye'?

:::C.i;S, 3rie.n. J.:1.":.::"!la i ef

SCw9 t:1.:ut;:nts er.. :J. fi:'st :i~~-=S;g in 1:'b:'~,:ci2.nsr.i~. ed.uG~tic!'. t"0"C' ':.~-'''l!,,';e.::s::i;:, 16(1):12-24 SilE"o.::-:9:' 1975.

next dec:::.d.e. le !,,:,l er: J Cli 78 ~ingle:r, 1'375. 'r" i =~ _ 1 h 1 :.- ....... -'~-.

G-;,.:id31:':1es fc"r" c:l"":-:'2-:..':.l'J.m dev~lo"C:-:2:-~t ~fl in:"':7.'::'::.-.t; eT': s-':l~.digs. P:-.ris, F!T1S~O, lS72. 7Cp.

?CS:':2'!l~, J.J. I-L .. ~:S ::-:,elin:'..:-,.:.~" :~.:~r~:'" e' '9C:l':8~:':i2':-~ 2l~'2. t::-:::i~in; p?"'ob'ra:-:.1'":":es :~.t ur:i '12::-sj. ty lS'vel i!l i'!lfc:,::-,~:t:'cn 2..~1 lie:":,::-, ::::::c:"e:-:ce. ??:::'i3, r::'C3CC, 1~'76. 1.1?:::.

33r:IlT~1. on Li :::,e.!'::.' 9.:-.':' Ir:fc~.::~ti0~ !:l21::c;:er :i2Y~10?me!".t : r..:.ticne..l, !"'

(5.~ )

( c; ~) , -,

-37-

- -~

1 ~ (? \ ., ('h" 1 0 ?~ -_, -_, l __ a_,~., ~. - ... -, .- ... .,,-_ ...... , -- -

;llp.

'~~::.=o. -~";:e :"~,.:-.ct 0: i::~fc~.:.:. ticl'n 8cie::::!e L:..:.:,,:,::'"''" J'")ur;~2.2., ~; (:: ... :;: ,:~:-~'7-l:~l, :":0-7.

::!.ci.S~I, :1. Z. &: DSBCNS, _-~. 3d.uc::.ti':n in Li':)re.::T :?~-i :";:f:):,::.:.-::'c:.:

1 :- ~,-:: - ..... _.

.scier;ce. In: :::'~CYCLC.P.:2:)I"::. of Lib!'El!';:,T 32::1 i~:-:;:-:::=.-ti0:: sc:'enc-3. 3d.ited by ..:1. Ken.t .9.!:d. 3:. 18.::'ccl'..r. ~,~~~.: ""for...:, De::k-~r, 1972. v.7, p.414-74.

-38-

2.

2.1 :9ra.zil 3.8 a !=eri;her=.l count~_T

Braz:!.liar... inCiustri:J.lisation vi.:. subst:. tution of

iITl!Jcrts 8.."1:: later by the asscciations:::'i;s of Iocr!: e::-:re:::rcne;.rs

-;-ri th foreign corpo:::oaticns h.'1S resulted in gro"!rth er ch9....."'1ges

occurring only in the citieJ, and the econoni~ res~lts of tnis

indust~ialis2.tion h~ve os::efitted a ti!2Y :;,erce:"2te.;e c: th:;

t " '" " t ~ d\ na J..onn...:. lnCO!J.e lS cancee ra ... e ).

to ... 'T:.S ha~le ez~erie::.:ed ,=.n er..cr-::::o:.:..s

The cities ::u:s. 13.r-2'er

;ro:lth in po::?ula:tion, c:- in

the r:!o::e current a.."'1-:' cor"!"8c1; e:'.:;,!"ession, 3r9.:Zili?!l cities and

tOl:-i::S do not gro~'l but infl.'J.t::.

a6'ricul tural sectc:::- to sustain the 9x:;;.2.Y'.sion ef this process

of indust~iali3ation.

The :!='rese!'lt fectc!'3 concerning ino..ustri 9..1 economic .9.r:c.

social c!"'.ar.:.:~s in 3r.?zil ca!:. be t r-:tced to the historical

deyelo~me::"t of in-:e!"'r.atio!13.1 t!'"ac.:..:::.. .s.:,,~.:i Hcrld. econoI:1.ic yO~;3r.

The s~ .. ste::atic t!"'ac.e e..r::.O!!f tt9 varic'..:'3 nations e::;.er-::ed

in history as JJ. IT,ea...YJ.s to attenuate the cOmJ.,cn ~,rac",;ices of

pi ::-acy a:ld ~lar.

ar:cnr:; the v3.!"'ic1;.s societies ~'Jould net, hc::eve::-, elirlin.2.-:e t~3

eIS!TIel~ts of viole!"'.:.ce m:d fre.u.J. 0: thi:3 "tr"9.de. T::9 f01J..l'1.iers of the ~oli tice.l econoQ:r in the s~coni hs.lf c: ::::e XV!:II ce:-~tur:"

ITl9:13 a g'!"'e:::.t 9ffort to .qtt2!:1l2.-:-9 t:'.cse intr:.nsic ele:-_er .. ts of the

trade ~:,e.ct:ce.

Is-:our anc. def21".ded the i:'e2o t:-.nt i:'1 tradinz, tte in7017ed

t!"'.:.2.t 3.1:'e equ.::. yale::t 22'":.1 ?!"'e 0::.:' t::=~.::- mt.:.t1..i.2.1 :''!It

-39-

dOBine:..t t!'ibe a..:::' the domine.ted t:-ioes, .'}~ bat':J~e:c the

~~t~e::is::s ~mpi:,g

:::2.:-be:-sho.ps. ( 1

or -~l::m~::. :.'r::r-:i.::-e )

C~'lir.s: to tl".-3 9X!)e.!".;.3icn c: the so.:ieties of adY2.... ...... -:'=d

all th~ n:J.tions ar~ ~::,ese!'"'.tl:~ com!=,rj.sed. -d"tl: 9. sole

e CO!l cmi c sys t .'?=.. In t:12.S econc::!ic syste~ the dec:sion ~'C':2::-

ef t~e n2.ticr..3 is V9"!,y ine--!.u~l.

t~.;.e inter!"_'3.tic!1B.l busir:.ess, a fe':r cor~orations dec:'de t~e

allocation of ::-9S011rces in t!l9 ':1orId. The less develo~ed

cOl:i.n:=ies in this ~rocess have 3. no!'::! P::J.SSi7t? role. u" to

the p!"cduci!1E' countries of t::e Th~rd 'fc::-2.d h.:=.vir:.g 1i ttle c!' ~c

:'9 t~9 case ::;et:-ol.

dete=ic::3.tion, Ca:'. be eX9:.-.?lified.

coffee pl3.::taticn.

r.lad2 in th~

they h:::.d to

inilJ.s t ri. ali 3ed COl!ntries. ( ? :

deli ver 32 S?c!-:s. ~,

There are nUrlerous t~ecries of !'economic l:!lc..e:rdevel~T'~=r::t"

to '~~1:'-su3tai~.9d

( 7, Ye i th Gro. ffin

r.'C~le:'t;:'T ef natim:s h'::'7e suffered fr()~ t.iO sericus h,wdics.:,:::s:

lack ef knc~!led,~ about the bro.!ld historical forces ~~ssoci2.ted

,'ro. th und'9rdevelopment and ignorar,ce of the institutions, behaviour responses and 1iays of life of the largest sector l

-40-

Economists like Keith Griffin and Aodre Gunder Frank

and others, emphasise in their writings the importance not only

of studying the history of the underdeveloped countries but

also of seeing that history in the context of the world '''ide

development of capitalism lihere the underdevelop!:ent of :,frica,

Asia, and Latin America TNas 9. p.g,rt of the same process that led

to development in Europe and North .;merica.

by Celso

\'Ii th the

Fa::-: ad. 0 (

pio~ee~ing historical studies ef underdevelopment

4 ), ,indre G1;.nder ?renk ( 5 ) 9lld others, a

t,.,hole neH ':lpproach to an l.4nde~st.s.::din5 0:, t:~e process of

develo:;me::t s::.d l.4naerievelo:!:~~t :;'::'5 been i:l the z.:;}::~n; in

L2:tin .~!:leric:..

The econcnists

.... (6) cou!). '- ==- ~'3

Afts!' t::e disilhlSis!1 of t:-~':? 196C ' s :..~ :;ti:::: :. t ';.7':'.3

courss ef ~ye-nts.

CC!:I.Se::..tier. tl:r, th~ :;rccess of de~9!1.c!er..ce is not

?.2".-: sust-?_i!"'~ed b;:r -:he iT!.ta~~l st:"t!.ct'-.;.::,ss cf the C01.'-!1-t:-;'es

C or.c:o r:".ed.. (7 )

(:f) CEP) .. L - Co:",.rnission fo:" ~_9.t:Ln l~meric2. - .~ppro'T'3'1 b,yr ~~'? ?9s01uticn m ..... ~b'2r 1C6 0::'" t~e ~CC~G~.::C ~nj 3c.':i:-~l Ccun-::l .:f t::e Unj, t,9d N2.ti:)!'.s ":ri th the r.bjec-tj,ve (): :promc~in; -the !'~~ion'J.l ~l:':1n:'ng fer th9 dev9:!.0;;';2!"'~-'; ef Latin .\,meric3. countries.

-41-

~s~n ~ inc~e~se in the ~xpan3ion of t~9 multin~ticnal

c c:r-:p c:-a ti C:'.3

tc th-s Thi=d but t~e 8t~lCt"..1=3.2. si tu~.1. tio~ C'J!:T.O~_ to

i.::!1d.e!'deY8lo9!I1.ent rn.:0::es the rE-re in 3. ~hi:.-d ':!o-:-ld count!"7 :? diff~l"e!:t insti tution21 fc!"ce -:h!...."'1 is necessJ.ri1:r need.ed to

be the case :;::'er. i t o~erates i!l ~.:r.:. g,dya.nced industri?..l

society.

Ronald I:(!'ller (

as

ir.. cn9 countro:t r~d subsidi-?.!""J o?e:'3.tions in 3. !"!'...i.::b0:' cf o-:::-~e=

countries. The ce~~t=::.l c:;'::;. !'act8ris +.i c of !:. mul tin:::. t ions.:

ccr?cre.tion j,s th~t it see}:3 to r::,'l:cini~e the :::rofi ts not of

its :"ndividuQl subsidic.ries, b1..:.t !'ather 'if tr..e c8::tre ::;n.re!:..t

modern cr.~ltination3.1 corporation, sre re~~t~d to e~ch other.

;=~ctices utili2ed

cf -:::ese c~8r9.tions a::.d t::-3ir i!:lpacts the deyelo~!:.e!1t

pctS'!;.t:!.fJ.l cf less develo:ped coun-l:r::'es (lJCs). E~s ccnclusic:-...s

clearly sho':! t~::.t the i!1.:!int-9:nanC9 c~ i.ln:ierdevelc:;:ment e.fte!"

some t:oTe::t~r :rears of 80-c3.11ed dellelo:;-~e!!t attem~ts by

ti;"o-thi:::'ds ef the ~,.orld 's rec:;-le :"9 ~12~1:.- cor:-el.?ted tc.

this ne:-; :lO!"ld:ride insti tu. tion, the EHC.

(';-) The expression Third : .. forld is b'3in; lar::;ely u3ed in '):"'der to distinguis!"! 'the er:le!"':9~t n::..tiC!!3 from t:-~e !!1s.in -;~ste~ ?.r:d COI!!.!lluni3t g:=:-oups. !t:.s 9.p,l:"ed to r.wr'3 th'l.."l cne !";.t:ndred n.'ltio!lS ,or::':'c!: !!old. 7C~-: of t~e -,.:orld popuL:"tion.

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(J rn +-' " (.' 'M 'M 11 ... 1 W '1 'M .p (fJ 60 ~ :,~ (Jl s::: ~ ~ s.. ... 1 Cl ~I~ F.i '"t:"I >-: m 0 01 ID rl rJ f-,

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-42-

acute sc::..r~i ty ::f c2;.~i -:a.l.

U?cn eXB.:Ji~2tiQ:~, t!:.9 fi!la!.:c:"s.l cont:-ibution tnr:l:2' ov.t to

1)9 2. fine.nc:":::.l d:::'ain, deCr'9.'3.sin,; l::ot~ CU::':!"3~t cons1l:1:?tion

and avail S.019 lcc-'3.1 savin;"s a..Y!.i, t!:t:.s J fu t ..... '!.re C0!1_3~!:l;ti on

for thS! v~st !:3.jo::-ity 0: Des i~:.:.bit-3.-'!ts.

simil::..:'" ccn~lu3ic:"'.:.S. I~ contrast to ~ co~trib~ticn, t~e

limited. vi,'? :'3st:-::::tioYls ple.ced. on t~gir -:l3c::"::.01cg:.1' by r':I'TCs,

:'S:=.1:'8-::.::-'::'1:: 2C->~ of l..DCs :;;o?:~laticn3 Crll! :1c:-;:e t:) Qc}:::a"T.

-43-

( 11 \ T(; Celso ?;;.:-ta::lo -- I tn~ m:::.i!l feetz8 of t:-~':'3 !!.s-;

zoc'is, t~!"_~s to b~ 13:88 3.nd. 1533 t:--.e cb,jec"t ::f nl2!'"l:-et

t:-U!:..s'?cticn. :ece::.trp.lisinE their ~'!"od-~:.;t:. ve Olcti vi. ti ':?s

:'n res~c!lze t'J the di::e!':3io!1s cf t~:e lcc,~l r::.0.:-l:ats of the

access to tec~:''1ic~l innovation C0':'l3ti t;;.~es a nec':?ss9.~~

S~.:.?llness -'): lce?l me.!'~{et3 ard. 19.c~: ef exter!:al eco!:omi~s.

T!1e:-? i.3 e.. d.ebili t:~ f!'~1T: the

ccllectiy-:ty.

(*) In fa':!t t:-~e cr:3'~:::.~:ised l~"!.b01.i.~ 2..8 :l counte.!"'lailinc fO:"~C8 -:-:'"' c~_ec1: u~cn th9 :'O:-[Z!' c-,:" i::-:'e co:-:;,c=-~ti-:::s :',s -.. :3':1.: er :::.::s:;nt

-44-

:J?;.~C:~ r..~cessa!'ily reflect s.t th3 ~oli ~i'::al 12vel. 'The St:J.-:e,

::o::erl~ss ::'n tl:e face of i,,"creasing inter:-_'1tion"~ contrcl cf

the ecor.o~ic activities ~n the peripheral countries, is

depleted in the struggle against its inte=nal effects.

Political frustrations lead to institutional instability arA

to State control by military forces.

The ne" international econonic order

The world press has focused~n the various proD lens

related to the development and impler:.entation of a ne'" social

ar.c econcrrCc order. T~e 1..4rgency of such ne'Ji order ,.Ie.S point~d

out by the Sixt!l Special _:"sser:bly cf the United i;ations

Cr5anisation in Eay 1974. Tl-'.e cO!'.ce:;:tior.s of iortherI'!,

Sot;.t!l

-45-

i::.t9::-n3.tio~E'~1 ccnf:'G!'.'c'3.tion, '::l:r::.se sj.g::..s ca~ alree.dy

r:f t!"~e r::!~=-1':8t :':i thin t1:9 :1:: :ic!'.:3, a::d '3.!:1cn,;- the:::, h:J.s

3.2.-,;.1 the cf?T,aci t:r of nature iY'!. the r=---C"risio!'"'~ Cl non !"9!le':-J:.l

H-9.ticns C::ga::isaticn inte::.d.s to iI!lpls:::.e::.-~t ~r3.duG:.lly a ne":;

:'n:e~:l::.tior..2.1 eco!:cmic order. ( 13)

9.8

con3iuered thz.t ne 3.g:,ee~e~t h.:.s be9!l ::-::ached c::'! the

terT.inoloZ~T In the li~ht of stud.ies t:;.:~t h::_~.-9 bee!! I:'.2-de

'..... . ( ,,_. +', '-~1'~~ l' .,- ......... .:-~L!,:.C~ m9.~T or m....:.~: no", 1.::: ..... u...:.~ .!... ..J_ ~ __ .;8.

aC2.d.e~j.c ,

is

:;l:tlic, school or s~-5cial, q~8 linked cle::'?:!.:r to t::e CCFn-tr:rI8

8 conom:,' , since tl-:s? ::e;:end. 11~on it -:0::- ths 9.11ocation of fur::is.

EO~'Tever, t~e fc~ by :!hich t:'e 5CO~O::::l cf e. ccunt!"'"J is

~rill affect th2 :"nst: tutio!ls i!lv:17

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-47-

-?ssu.i:',~t:.cn is bas8d on the :nod91 'J:!: hi,:11y :'ndust:-ie.lised

cOunt:-::"3S, ',,!1s:-e c'~"linG" to -:::e n,-:.tu!"e of this indus4:ri::.l

~!"(l'::9SS it n:J.s ?ctt'.s.ll:r !!lsa::t t~9 need fc~ a!1 2.!lc!'9asi!'l.;

sO?!:ist2.:ation ef i!1fOTI!:'?_ ~io!: syst,=::,_s 'l!ld the traini~z o~

t!,d: ~'~lat9d ~rofession3.1s. A. r.:!y.estion seldom cor..sj_d.e~d ~

-48-

2.1.~.

The aim of this section is to examine, though briefly, the

decision-making processes in science and technology, and what institutions

are involved in their development as well as the infornation services that

support science and technology in Brazil. Noreover some problems relative

to the development of science and technology in this country will be

examined since information provision is also affected by these problems.

The decision-making processes in science and technoloRV

Since 1963, when the OECD countries gathered together their

ministe=s responsible for scientific affairs greater importance began to

be attributed to scientific investigation. Based on the presupposition

of a causal relationship between sCience/technology and economic development

many governments of developing countries have begun to formulate policies

for science and technology for purposes of economic development.

It was in 1968 when Brazil first formulated a science and

technology policy through the Strategic Develonment Programme. Previous

to this date, there already were in the country agencies responsible for

science and technology. The National Research Council (CNPq), the

Coordinating Agency for the Improvement of Higher Level Personnel (CAP~),

and the National Economic Bank (BNDE) had already been created in 1951.

CNPq was created for the purpose of "promoting and stimulating

the development of scientific and technological investigation" ( 14).

From the beginning the Council encountered budgetary problems which kept

it from carrying out its main objective of financing scientific and

. technological investigation. It paid much more attention to the formation

of human resources through_ the granting of scholarships.

Similarly, the National Economic Development FUnd of the Economic

Development Bank (BNDE) was created in 1964 with the dual objective-of

promoting post-graduate work and supporting research. It concentrated

its efforts primarily on t~e first objective It was the low demand for

technology by National industries which caused the Bank to focus its

efforts on the development of human resources.

CAPES, whose main objective is the development of human resources,

joined together with the two federal agencies in the science and technology

sector to concentrate their efforts on the formation of personnel.

caused a certain degree

lack of coordination of

of institutional competition among them and a

their efforts. ( 15)

This

-49-

In order to carry out the fUnctions of a national documentation

centre in science and technology the Brazilian Institute of Bibliography

and Documentation (IBBD) was created in 1954 under the auspices of the

National Research Council (CNPq). This Institute, besides its supervisory

activities, research, and access to documentary information in the country

and abroad, concentrated its efforts on the training of people in the

information field. At a specialized level the IBBD has administered the

Scientific Documentation Programme since 1955, as well as a masters' ( V' programme in information science since 1970. -.~)

In 1973 with the publication of the first Basic Plan of

Scientific and Technological Development for the period 1973-1974, (17 )

there was also created the National System of Scientific and Technological

Information (SNICT) .hich in spite of having advanced to the point of

formulating a definite plan for its institutionalisation, has never got ( l8)

off the ground.

In the present evolutionary process of forming a science and

technology policy, which need not be discussed here, the Secretariat of

Planning (S;;;PLAN) I

-- - - - -COUNCIL FOR ECONOHIC DEV~LOPI4t~HTP

.

umUSTRY & COI,!HERCE

, I \COUNCIUlI

:-lcDrl :. -ICONCI,XI

~@ : - @f,~.uTROI : .. k;OllSJD8Rj

OIWANS OF FJo:Dlm.AL GOVl,:Rl'[l.iEUT ',.'HICH :tc1'UATJo: DIR8C1'LY iUm/Oll INDIRECTLY IN SCHmCE AND T8CrnWLOGY IN BRAZIL

lPJlli:i I D I,NT OF 'fIlE RBHJBLIci - - - - - - - - - - -' - - -- - - --

~OuilCIL FOE fjI.-;pI:ANJ ~OCIAL

J:C~ 'I~ lIB/GEl ~ !

-51-

is subject to the approval of the CNP~, whoever controls the funds at

source is in the strongest position.

The diversification of institutions can be a positive factor

offering alternatives to the producers as well as the consumers of science

and technology, but according to some critics the lack of coordination

among them has resulted in disorientation and wastage. A. re suI t of this

lack of communication is found in the Basic Plans of Science and

Technology where in spite of the effort to define some general policy

lines, the programmes remain baSically those already developed by the

various ministerial agencies, research institutes, and universities.

Obstacles to the development of an autonomous technology

in the country

The first National Science and Technology Development Plan was

published in 1972 for the period 1972-1974, and the second, also triennial,

in 1975. (20) In that year the Natio~al Research Council (CNP~) was reorganised, changing its name to the National Council of Scientific and

Technological Development (the sig~a C~~~ was maintained). As was

previously mentioned, it was now placed under the control of the Secretariat

of Planning of Presidency of the Republic (SEPLAN). As the result of this

reorganisation the Council now became responsible for the coordination and

planning of the country's scientific and technological policy. As the

central institution of a new administrative body, the National System of

Scientific and Technological Development has, as its principal means of

action, formulation and execution of planning.

Through the national plans mentioned above, a development policy

has been formulated based on the concept of autonomous technology. This

idea of autonomous technology, made explicit in those plans, is still

hampered by serious obstacles. Amongst the arguments for an autonomous

technology are : without our own technology the basic sectors necessary

to national security could not be controlled; technology conditions the

autonomy of economic development. This brings with it political

autonomy; Brazilian control and involvement in science and technology

not only is important in itself, it is also important because it permits

an ade~uate solution to social problems. These include certain

technologies which might resolve health problems, nutrition,. employment,

education. For example : integrated projects for rural development;

the preservation of environmental conditions; the development of more

realistic housing projects for low income groups. A good ex~ple of the

-52-

lack of research directed to improving the basic needs of Brazilian

society is the case of bean production. The lack of government

participation in development of a programme of research relating to

improved cultivation of this crop has meant that low production still

prevails, with the result that there is an ever increasing price for the

commodity, which is a basic essential to the country. ~!oreoverJ the

development of autonomous technology increases the ability of the country

to bargain in the market of technical know-how.

In spite of the fact that the Brazilian plans for science and

technology reveal these concerns,in practice great difficulties are

experienced, owing to low demand from the producing sector. If

technology is an essential part of the producing process, it also depends

upon this process in order to exist and develop. Since technology is the

sum of scientific knowledge and know-how (technical ability) applied to

the development of goods and services, it depends upon the existence of a

scientific community involved in research and experimentation, as 11ell as

a society which demands and applies its results for the solution of problems

or for the production of goods and services. Technological development

is ideally carried out only in the appropriate context of the existence of

human resources, of official stimuli, and of market demand. In the case

of Brazil" this last element seems to be the most precarious of the

relationship.

With regard to supply, certain difficulties have been noted, such

as : the majority of research institutes serve as public agenCies. in a

bureaucratic structure which offers little mobility in its relationships

with the producing sector. The accounting system is rigorous and

fonnalistic, its major concern being to control the manner in l1hich the

budgets are utilized and not the final results of the study. The

restrictions on the use of financial resources also make the meeting of

deadlines difficult, a fundamental requirement when dealing In th contracts made with industry. The rigid salary schedule of these agencies makes

it difficult to maintain a highly trained technical group: In the

marketing field, there is great lack of market research and coordination

with the producing sector to adapt projects to actual need. There is

a lack of coordination between research institutes and the different

branches of the national producing system, which include industrial

enterprises, financial sectors of industry, institutions for the expansion

of infrastructures, and bureaux for economic planning. However, solutions

have been sought for these problems. New forms of organising scientific

-53-

activities in centres are materialising which seek to combine with

services to private industry end to the government in producing a more

realistic and consumer-orientated applied research programme. Some

examples are COPPET.TEC at the University of Rio de Janeiro, CODETEC at

the University of Campinas, and FUNDEP, at the Federal University of

Minas Gerais

. In the area of human resources the country has made progress.

The table belol'1 compares the number of scientists and engineers in some

countries.

SCIENCE AND TECHNOLOGY

Country Number of scientists Scientists & Engineers

& engineers engaged in R & D

Argentina 333,000 7,100 (1972 )

Brazil 541,328 7,725 (1976 )

France 60,645 (1971) ---

Gel'!!leny, Fed. Re)ublic 1,083,000 100,005

(1970

Japan (1974) --- 375,379

Nigeria (1970/1971 ) 19,885

2,083

USA 1,614,000 . 523,300 (1973 )

Raw Data Source: U.N. Statistical Ye~rbook, 1976

(1) The figures refer only to basic postgraduate research and

post-graduate teaching in the higher education sector.

(2) Data related to the number of scientists does not include

social sciences and humanities. Scientists engaged in

R & D do not include law, humanities and education.

What stands out from the table is the enormous difference

betl'leen the blo groups of countries (developed and developing) in the

number of existent scientists and engineers and of those engaged in

research and development. These differences are made more evident by

-54-

( 21 ) the study of ~'reeman and Young - who show that more than 2/3rds of

scientists and engineers involved in rese,~ch and development (R & D) in the whole world are located in only tJ~o countries, the US and USSR,

which have together less than 147~ of the world's population. These two

countries and Western Europe have more than 80~; of the 'IOrld' s scientists

and less than 207~ of the world's population. The authors suggest that

less than 5% of the world's activities of R & D are made in the under-developed countries which have more than half of the world's population,

and that less than 2~b of those countries' efforts in R & D are directly

linked to their problems.

In 1971 CNPq estimated the number of researchers in Brazil at

9,000 lihich "ould translate into one per every 10,000 inhabitants. This

does not compare favourably with other countries. In 1967 Germany had

36" Bulgaria 45, the Netherlands 40, France 37, and Japan in 1965 had 14.

The resources employed in post graduate work have tended to improve this

relationship. Up to the end of 1973 - 4,000 theses had been accepted

for high degrees. In the period from January I, 1974 to June 30, 1975,

over 2,000 had already been successfully defended, "hich signifies that in

18 months 1/3rd of all the theses and dissertations ever completed in

Brazil '/ere successfully completed and accepted. HO>Tever, studies indicate

that basic science as well as, in part, technology, possess a reasonable

productive capacity, much of "hich goes unutilised. ( 22)

In the financial area progress has

has risen from O. 57~ of the GNP in 1967 to 15.

also been made. Spending

in 1975. This percentage

'is far from that of the USA and the ussa ,;hich is around 37~, but it is not so far from other developed countri es in Europe which average around 1. 5~~.

The majority of studies agree that the'major difficulty for

Brazil's scientific and technological development lies in the low demand ( 24)

from industry and also in the 10>1 research activity of these

industries. Statistics support this, such as a study by the Roberto

Simonsen Institute of Sao Paulo in 1967. 1,877 letters >Tere sent to industries and there 'Tere 744 replies. Of these only 168 (22.6%) stated

that they ,-Iere carrying out technological research. Questionnaires

later verified that in the 99 industries that carried out research there

>Tere only 109 researchers, that is to say, an average of little more than

one researcher per enterprise. ( 25)

Another work by the Institute for Economic and Social Planning

(IPEA) for the pedod 1961 to 1969, examined the research activities of

of 454 industrial firms 'Thich were amongst the 500 largest in the country,

( 23)

-55-

i.e. those which were most likely to be carrying out research. The

results of the study showed that experimentation with projects accounted

for 16.97b, adaptation 66. 7~b and creation for 16 .4~~. According to the authors of this study, the category "creation" does not go beyond more

sophisticated adaptations, which raises the number of adaptations to

83.1%, leaving 16.9% for experimentation on the level of pilot projects and 05~ for actual creations. ( 25)

The reasons for this absence of research in industry as well

as the low demand for research by industrial instituties is that they make

use of foreign technology. In the period from 1964 to 1973 GnOCchi(27 )

compares the exportation and importation of patent requests, showing that

in these years BraZil shows a deficit. The total exportation of patent

requests was 1,907 while the number imported was 53,315. The numbers

make very evident the technological dependence of the country.

The table below shows that the importation of know-how has been

intensified through the years.

ORIGIN OF THE TECliNOLOGY USED IN THE INSTALLATION OF

INDUSTRIAL ENTERPRISES, ACCORDING TO THEIR OWNERSHIP

AND DATE OF INSTALLATION

Date of National Foreign TOT A L Installation Enterprises Enterprises

~; ";;'. 7; I"

Domestic Foreign Domestic Foreign Domestic

Before 1930 53.1 46.9 16.2 83.8 41.5

1930 - 1945 63.7 36.3 21.2 78.8 52.4

1946 - 1955 45.8 54.2 13.3 86.7 31. 7

1956 - 1965 37 .1 62.9 10.4 89.6 21.7

After 1965 31.8 68.2 - 100.0 28.0 I

Source: I PEA , 1971

Foreign

58.5 47.6 68.3

78.3 72.0

As may be seen, th~ use of foreign know-how has been larger in

the enterprises installed more recently. The period 1930-1945 shows a favourable situation for the absorption of national technology, which

according to Sant'Anoa may be ascribed to the big international crises of

capitalism and to World War 11.

-56-

The IPEA study( 28) has classified the transferred technology

in five categories : technical assistance, licence for manufacturing and/or

the use of patents, licence for use of brands, engineering services, and

development of projects.

table below.

The incidence of each category is sho.ffi in the

TECHNOLOGY TRANSFERENCE

DISTRIBUTION OF CONTRACTS BY Qi,NERSHIP OF BUSINESS AND NATURE OF CONTRACT

Nature National Foreign TOTAL

Technical assistance 532 400 932

Licence for manufacturing and/or 123 85 208 for the use of patents

Licence for the use of brands 174 88 262

Engineering services 358 109 467

Development of projects 88 26 114

TOT A L 1,275 708 1,983

Source: lPEA, 1971

The high incidence of the item "technical assistance" is explained

by the authors in these terms : "The prohibition, in the country, of royalty

transferal from local subsidiaries to mother countries induces the suppression

of payments for brands and patents in the contracts among such enterprises.

Reference in the contracts is then made to technical assistance, on which

there is no legal restriction".

It remains to be seen why national industries resort to the use

of foreign technology. The majority of studies about the development of

science and technology in Brazil develop from the theory that science and

technology are supported by economic policy. The authors say in their

interpretation of the problem, that few see science and technology as

independent variables, capable of shaping the structure and the development

of the society alone.

When industrialising, Brazil opted for the process of "import

substitution" and