THE TRANSVERSALITY OF DIGITAL TECHNOLOGIES IN THE LIBRARY SCIENCE CURRICULUM AT UFAM: BETWEEN INSTRUMENTAL PRESENCE AND PEDAGOGICAL DEPTH

Abstract

This article analyzes the integration of Digital Information and Communication Technologies (DICTs) into the curriculum of the Library Science course at the Federal University of Amazonas, based on the Pedagogical Project updated in 2025. It is a qualitative, exploratory, and documentary research, grounded in the content analysis of the syllabi of mandatory and elective subjects, organized into thematic axes and evaluated according to criteria of presence, conceptual depth, and curricular integration of technologies. The results show that the "Technologies and Innovation" axis represents only 5.95% of the total course workload, although DICTs are present in eight subjects, mostly explicitly and transversally. The analysis indicates an intermediate to advanced level of depth in some of these subjects, but highlights that technological integration still occurs, in many cases, in an instrumental way and is insufficiently consolidated from a pedagogical point of view. The study concludes that, despite recent advances, significant gaps persist, such as the more consistent absence of topics like artificial intelligence, Linked Data, and cybersecurity, which requires continuous curriculum updates and greater critical depth in professional training.