Práxis bibliotecária: narrativa memorial no projeto de Extensão Paraíba Literária

Abstract

This article reflects the experience of a library science extension student with the Paraíba Literária Project, derived from the Paraibana Collection, with the purpose of “rescuing, promoting the appreciation, dissemination, and visibility of Paraíba literary production” (Silva, 2019, p. 2). As well as, expanding access by students, teachers, and researchers by encouraging reading, criticism, and written and poetic production for the entire community, including elementary, high school, undergraduate, and graduate students. As well as providing undergraduate students in Library Science with the opportunity to experience in practice the content received in the classroom. The project's actions ranged from the cleaning, technical treatment, and population of Paraíba Literária in the Institutional Repository of UFPB. The encounter with the Paraíba Literary Collection was like a recalculation of route, of the movement of rethinking my vocation and talent, above all building a professional trajectory in the profession I chose. To this end, and with the aim of building an infomemorial narrative of the librarian praxis in the Paraíba Literária extension project with a view to answering the guiding question: how can the experience in an extension project be constituted in a praxis, in the Freirean conception, from the exercise of writing? As a theoretical-methodological principle, I resorted to my past anchored in two significant categories, praxis in the Freirean perspective and Evaristian writing. In both, I discovered the thread that weaves them: the valorization of the subject and the reflections of their own experiments. Evaristo's writing can be seen as a form of Freirean praxis, insofar as his narratives are critical reflections on the social place of students, especially in the pedagogical model in which only the teacher is in control of everything, and at the same time actions of resistance and transformation. Thinking in this way, I am certain that extension projects, when well designed and conducted, often contribute beyond the content replicated in the classroom, especially during training, whose practice can be a sine qua condition for good training.