Entre a burocracia e o desenvolvimento profissional: paradoxos do plano de carreira das IFES para os Bibliotecários Técnicos Administrativos em Educação

Abstract

The objective of this thesis is to investigate, in the perception of librarians at UFMG, the limits, challenges and possibilities of the career plan in their professional development. Career plans are socially constructed instruments and in public institutions they are used to respond to a need of the existing bureaucratic management model, so it suffers historical and political influences of the society in which they are inserted. The professional development of librarians has become a pressing need in face of the new challenges that have arisen in their work. Continuing education, in this context, plays an important role, offering opportunities for updating and useful knowledge to deal with the day-to-day demands. To reach the thesis' goal, we based ourselves on the referential of bureaucracy in Weber (2004) and on an essentially qualitative methodology, which proposes a study among subjects working at the Federal University of Minas Gerais (UFMG) that correlates with the implementation and execution of the Career Plan for Administrative Technicians in Education (PCCTAE) and with the professional development of librarians. As a data collection technique, semi-structured interviews were carried out. For the analysis of the interviews, the techniques of Collective Subject Discourse (LEFÈVRE; LEFÈVRE, 2005) and Content Analysis (BARDIN, 2016) were used. The focus on librarians working in public university libraries is justified, since these institutions are the field of work of a significant number of these professionals. In order for the implementation and execution of the career plan to provide and help librarians to develop professionally, it is essential to have fruitful contexts of opportunities, relationships that prioritize the demands and practices of these subjects. In this sense, it is important the articulation between the segments representing librarians and those responsible for the implementation of the PCCTAE at UFMG. To study this phenomenon we used the concept of educational relationship coined by Boyer and Caroli (1993) within the French School of Regulation. The analysis and cross-checking of the information gathered through the interviews with librarians and representatives of the segments was valuable material to raise reflections about the career plan and its influence on the professional development of librarians. The research concludes that the PCCTAE can work as an instrument to stimulate and help librarians in their professional development, once it encourages and enables the participation in development actions that work as continuing education. However, despite the existence of consultation and some common practices between the segments responsible for implementing the plan at UFMG and the representatives of librarians, the links have weaknesses, which compromises the application of the guidelines of PCCTAE and meeting the demands for the professional development of librarians.