Principles of critical cataloging education

Cataloging can be understood as the intentional production of conditions for interaction between actors within a documentary context, commonly referred to as documents and users. As a discipline within Library and Information Science, cataloging develops theories, principles, models, methods, and instruments; as a procedure, it deals with the representation of the descriptive and thematic aspects of documents. Considering this context, librarians must be able to critically reflect on cataloging and its social impacts. The development of critical thinking can occur during the cataloger’s educational process through an articulated set of actions that integrate cataloging education. The objective of this study is to investigate and systematize principles for critical cataloging education that contribute to the training of future catalogers with rational, curious, creative, reflective, analytical, and emancipatory profiles. It seeks to identify and systematize the concepts and theories that ground critical education in order to propose principles for a pedagogical proposal from this perspective. This is a basic research study with a qualitative approach, exploratory and descriptive objectives, and a predominance of bibliographic procedures. It is concluded that Critical Cataloging Education constitutes a pedagogical proposal aimed at different cataloging courses, focusing on the ethical, reflective, creative, and emancipatory training of future catalogers, with the goal of strengthening their intellectual autonomy.

Keywords:
cataloging; critique; critical education; critical cataloging education