Este artigo constitui-se num estudo cientométrico com o objetivo de analisar a produção científica da Ciência da Informação sobre a temática “trabalho" apresentada no ENANCIB de 2007 a 2012 para identificar questões inerentes à realidade sociotécnica que tangencia as discussões sobre a formação e a atuação do profissional da informação. Partiu-se do pressuposto de que compreender o mundo do trabalho a partir dos fatores que reúnem as relações sociais, as técnicas e tecnologias empregadas e as prescrições que orientam suas atividades é essencial para a construção de projetos pedagógicos, considerando novos requisitos de empregabilidade e acesso às oportunidades e qualidade dos postos de trabalho, além das relações com os contextos sociais em que se inserem os mercados de trabalho demandantes. Os resultados evidenciam um aumento na produção sobre o tema, especialmente em 2012, com a inclusão de outros Grupos de Trabalho (GT) na reflexão sobre competências, técnicas, tecnologias e acesso ao emprego, em especial com aspectos de formação e atuação profissional.

The understanding of the issues that affect the training of information professionals requires reflection on the impact of Digital Information and Communication Technologies in the current working world, characterized by the rupture of the notion of space / time and the crossing of jurisdictions and professional boundaries, where dilemmas pedagogies to qualify these professionals considering future perspectives. It was based on the assumption that "studies of graduates" are subsidies for the evaluation of the educational system in face of the demands of in the labor market, helping in the progression of the researches in information, education and work. The objective was to map the results obtained in the studies of graduates promoted in the postgraduate and undergraduate courses in Information Science and Librarianship to verify if the demands pointed out in the surveys with graduates are in line with the studies of Education and Training, the orientations of the National Curricular Guidelines (DCN) and the regulatory actions of the Federal Library Board (CFB). The sample consisted of 45 studies published in CI journals on their associated areas, in the Brazilian context, from 2000 to 2018, of which only 10 articles related to the Library Sciences were considered for the qualitative analysis of this initial phase. to enable a comparative analysis between the proposals of the DCN, the critical analysis of the academic area of ​​CI in the studies on education and professional formation (pedagogical projects and curricula) and the orientations of the class councils. The results were categorized according to the reflection of the graduates about their education, the experience of education, vision about professional practice and the labor market; and followed the structure of the DCN axes: profile; skills and abilities; curricular contents, internships and complementary activities; course structure and institutional evaluation. Prevalence of studies on the identification of graduates (gender, age group, employment and work place) was predominant; few focused on salary aspects; and there were no questions about cultural habits or perceptions about changes in the world of work. Results on issues related to job placement and employability have indicated the need to expand the range of possibilities that go beyond traditional information units and the importance of internships for understanding new virtual work spaces. The dimension of the academic formation was evaluated questioning the compatibility of the disciplines with the demands of the labor market and the satisfaction of the graduates with the course and profession, being indicated as more important contents for the professional life the more technical disciplines and that characterize the course of Librarianship, complemented by those related to management; and with less relevance to the language subjects; marketing; statistic; information and information technology, as opposed to the flexibility proposed by the DCN, adopted after 2002. It is concluded that the process has been guided by isolated initiatives, and that the collective debate involving university and the professional world lacks actions for the construction of dialogue, which may result in the definition of pedagogical and curricular projects suited to the demands of graduates in their regions of origin and demands of the world of work.