Compentêcias tecnológicas no curso de Biblioteconomia: avaliação dos currículos da UEM e da ESJ

Abstract

The study analyzes the integration of technological competencies in Library and Information Science (LIS) education at Eduardo Mondlane University (UEM) and the Higher School of Journalism (ESJ), both recognized as reference institutions in the field in Mozambique. The main objective was to assess the extent to which curricula, pedagogical practices, and the perceptions of lecturers and students address the technological demands of the information labor market. A mixed methodological approach was adopted, involving documentary analysis of curricular plans, surveys with final-year students, and semi-structured interviews with lecturers from both institutions. The findings reveal that, although the courses include content related to Information and Communication Technologies (ICT), the practical component remains limited due to infrastructural constraints and restricted access to specialized resources, resulting in varying levels of technological proficiency among students. The study concludes that strengthening technological competencies in the training of Mozambican librarians requires sustained investment in laboratories, specialized software, and continuous teacher training. The technological adequacy of LIS education depends on a balanced articulation between curriculum design, pedagogical practice, and institutional policies to prepare professionals capable of responding to the challenges of digital transformation in information units