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Resumo A presente pesquisa tem como desafio apresentar aos docentes envolvidos no processo educativo-formativo do profissional da informacao caminhos alternativos para a formacao desse profissional. Apoiada no referencial teorico do paradigma cientifico emergente propoe-se a investigar as experiencias inovadoras adotadas no processo de formacao dos profissionais da informacao, tendo o ensino com pesquisa como principal indicador para caracterizar essas inovacoes. Para tanto, utiliza uma abordagem de predominância qualitativa o que possibilita analises mais detalhadas e significativas. Os resultados alcancados evidenciam que os professores, de maneira geral, demonstram preocupacao em vincular e articular ensino e pesquisa, reconhecendo a pesquisa como a grande geradora da construcao do conhecimento. Pelos depoimentos colhidos pode-se dizer que os professores favorecem a articulacao do ensino com a pesquisa, fazem referencias as pesquisas que realizam e se utilizam de seus resultados na sua metodologia de ensino.  No entanto, todo esse movimento nao chega a representar uma ruptura paradigmatica no processo de ensino-aprendizagem nas areas de Biblioteconomia e Ciencia da Informacao. Palavras-chave formacao profissional e inovacao; profissional da informacao; articulacao ensino-pesquisa Abstract This research faces the challenge of presenting to teachers involved in education-training of information professionals alternative paths for the formation of this professional. Building on the theoretical framework of the emerging scientific paradigm it proposes to investigate the innovative projects adopted in the process of training of information professionals, and teaching with research as the main indicator to characterize such innovations. We also use a predominantly qualitative approach which enables more detailed and meaningful analysis. The results obtained show that teachers in general show concern and interest in linking teaching and research, recognizing research as a major generator of knowledge construction. Testimonies reveal that teachers favor the articulation of education through research, make references to the research they perform and their results are used in their teaching methodology. However, all this movement is not enough to represent a paradigmatic rupture in the process of teaching and learning in the areas of Library and Information Science. Keywords vocational training and innovation; information professionals; linking teaching and research

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A articulação ensino-pesquisa como indicador de inovação na formação do profissional da informação | Joint research and teaching as an indicator of innovation in education of information professionals