DECOLONIAL DENSITY INDEX FOR LIBRARY SCIENCE CURRICULA

PROPOSTA METODOLÓGICA PARA ANÁLISE DOS CURRÍCULOS DE BIBLIOTECONOMIA

Abstract

Discussions on decoloniality have highlighted the need to problematize processes of knowledge production and validation within educational settings, especially given the persistence of Eurocentric epistemological frameworks in higher education curricula. In this context, the present study aims to propose a methodological model for the identification and analysis of decolonial perspectives in syllabi of Library Science courses. This is a qualitative, descriptive study based on bibliographic procedures. The model construction was grounded in decolonial studies, critical education, and Information Science references, enabling the development of five analytical categories, their guiding criteria, and indicative elements. As a result, the Decolonial Density Index (DDI) was developed, based on the Decoloniality Scale, composed of a scoring system, interpretive levels, and an evaluation form designed for curricular document analysis. It is concluded that the model contributes to the operationalization of decolonial concepts in curricular analyses, offering support for research on curriculum, professional education, and epistemic diversity in the field of Library Science and Information Science.