KNOWLEDGE MANAGEMENT IN THE CONTEXT OF ACADEMIC LIBRARIES: THE STATE OF THE ART IN BRAZILIAN STUDIES

: The objective is to identify and analyze, based on the state of the art, how Knowledge Management (KM) has been approached in university libraries. This is a bibliographic search, based on theses, dissertations and papers available in the Digital Library of Theses and Dissertations of the Higher Education Personnel Improvement Coordination, as well as in the Journal Portal, from 2009-2018. We found 13 papers (dissertations and theses), of which 6 were selected due to their proximity to the research theme. In the Journal Portal were recovered 584 papers that, after a “floating reading”, were selected 9. The results show that Knowledge Management has been approached through comparative study, instrument proposition to diagnose or manage information and knowledge in an integrated way, experience reports on Knowledge Management practices, among others. However, in most of the investigated institutions, KM is adopted in a non-systematic way, decreasing it effectiveness.

Among the various types of organizations are academic libraries, whose objectives and purposes are related to the dissemination of information and the pursuit of meeting the new demands of the university community (MACIEL; MENDONÇA, 2006). In the midst of these demands, we highlight the availability of information with speed, accuracy and reliability (indispensable for researchers, teachers and students to develop their work and research). In addition, academic libraries also provide specialized services, assuming an "educational" role with users, enabling them to use quality information retrieval technologies (BEM; COELHO, 2016). This scenario has caused changes in the way libraries operate, including the way they manage their employees' intellectual capital in order to better meet the new demands.
In this context, it is considered relevant to know and map the available scientific studies on the subject. Thus, the aim of this paper is to analyze how the KM theme, related to the context of academic libraries, has been approached in empirical studies in the Brazilian academic literature.
Therefore, besides this introduction, the paper was structured in four other sections: theoretical review on KM and on characteristics of academic libraries; methodology used in the study; analysis and discussion of results; and, finally, final considerations.

KNOWLEDGE MANAGEMENT: CONCEPTUAL ASPECTS
Knowledge Management is a practice that gained strength in the late 1980s, especially in the literature related to the management of private organizations. Discussions on this topic sought to find a way to manage human and intellectual capital in organizations, with the purpose of transforming individual knowledge into organizational knowledge.
In the late 1990s, authors such as Nonaka and Takeuchi (1995), Sveiby (1998), Davenport and Prusak (1998), among others, deepened the theme "KM" in the organizational sphere, becoming referenced in research that addresses the subject. During this period, KM presented two distinct approaches: one related to information management (through the predominance of the use of Information Technology), and the other to people management (predominantly in the social sciences) (STRAUHS, 2003). These two conceptions subsidized KM in the early 21st century.
Currently, the understanding on this theme has been broadened, considering it as a systemic process, dependent on technologies, strategies and people (STRAUHS, 2003). To understand KM, it is important to distinguish between elements that make up this process: data, information and knowledge.
According to Davenport and Prusak (1998), data refer to a set of distinct and objective events-related facts, which in an organizational context can be described as structured transaction records. However, it should be noted that the data or data set cannot be understood as information.
The transformation of data into information requires the following processes to occur: •Contextualization: We know the purpose of the collected data; •Categorization: We know the units of analysis or the essential components of the data.
•Calculation: data are arranged so that they can be analyzed mathematically or statistically; •Correction: errors are eliminated from the data; •Condensation: Data can be summarized to a more concise form (DAVENPORT;PRUSAK, 1998, p.5) Therefore, when data is grouped so that conclusions can be drawn about it, it is information.
According to Davenport and Prusak (1998), information is intended to change the way the recipient observes something; it has some impact on your judgment and behavior. That is, information can be understood as a data set with relevance and purpose. Regarding knowledge, it refers to experiences, beliefs, intuition and rationality, and an organization cannot generate knowledge without the intervention of individuals (NONAKA; TAKEUCHI, 1995). Still, knowledge can be conceptualized as: Knowledge is a fluid mix of framed experience, values, contextual information, and expert insight that provides a framework for evaluating and incorporating new experiences and information. It originates and is applied in the minds of knowers. In organizations, it often becomes embedded not only in documents or repositories but also in organizational routines, processes, practices, and norms (DAVENPORT; PRUSAK, 1998, p. 5).
As is evident, knowledge exists within people and is therefore difficult to write; it is presented in tacit form. From this differentiation, data is information without context; Information relates to meaningful data that has been analyzed and, finally, knowledge is the result of a combination of information, context and individual experience.
In addition, as Nonaka and Takeuchi (2008) describe, knowledge is formed by two dichotomous and apparently opposite components: tacit knowledge and explicit knowledge. Explicit knowledge can be expressed in words, numbers or sounds, and shared in the form of data, scientific formulas, visuals, audio, product specifications or manuals, and can be transmitted to individuals (formally and systematically). Tacit knowledge, in turn, is not visible, but explicable, as it is personal and difficult to formalize; it is rooted in the actions, experiences, ideals, values, and emotions of individuals.
According to Nonaka and Takeuchi (2008), from the interaction between tacit and explicit knowledge occurs the creation of organizational knowledge. For these authors, this occurs through four processes of knowledge transformation: socialization, externalization, combination and internalization.
Socialization is "a process of sharing experiences and thereby creating tacit knowledge such as shared mental models and technical skills" (NONAKA; TAKEUCHI, 2008, p. 54). The process of articulating tacit knowledge into explicit concepts, in which tacit knowledge can be translated through metaphors, analogies, hypotheses, or models, is called Externalization.
Combination is a process of systematization of concepts in a knowledge system that involves the combination of various explicit knowledge. It can occur through documents, meetings, telephone conversations or computerized communication networks (NONAKA; TAKEUCHI, 2008).
The last stage of the process of knowledge transformation comprises Internalization. It occurs by converting explicit knowledge into tacit knowledge and, according to the authors, refers to "learning by doing." The continuous and dynamic interaction between tacit and explicit knowledge creates organizational knowledge (NONAKA; TAKEUCHI, 2008).
According to Jorge and Sutton (2016), creating new knowledge has become fundamental in the context of organizations. This is due to the understanding that knowledge creation provides organizations with competitive advantages. In this context, the set of ordered and systematized efforts aimed at creating new knowledge, disseminating it in the organization to those who need it and incorporating it into products and services, can be defined as KM (LACOMBE;HEILBORN, 2008).
From the perspective of Angeloni (2008), KM is composed of three interacting and interdependent dimensions: organizational infrastructure, people and technology. The dimension organizational infrastructure is formed by all the elements that support the maintenance and continuity of the organization (Angeloni, 2008). This dimension includes beliefs, principles, posture, managerial style, structure and organizational culture, among others. The people dimension consists of the learning variables, related to the change in the person's behavior, the incorporation of new habits, attitudes, knowledge and skills; mental models, which are responsible for the way of understanding and acting in the world. Finally, KM is represented by the technology dimension, which is related to the use of computers, networks (internet, intranet and extranet) and software that have the function of storing, retrieving and disseminating knowledge, both those accumulated as those that are still in development stage.

THE ACADEMIC LIBRARY: LEARNING SPACE AND KNOWLEDGE CONSTRUCTION
The academic library plays an important role in the higher education context, because the authorization and functioning of higher education courses in Brazil depend on their efficient functioning and your quality. With access to the library, and also the freedom of people to remain in these spaces, a new role is beginning to be assigned to these organizations. Libraries are now considered educational spaces and knowledge construction, since their users (in their study, research and reading routines) build and expand their knowledge. Therefore, the academic library, as an organ linked to a higher education institution, represents more than an architectural space. It "is a place of dialogue with the past, of creation and innovation, and conservation has meaning only as a leaven of knowledge and a motor of knowledge, at the service of the whole community" (BARATIN; JACOB, 2008, p. 9).
Currently, it is not enough for the librarian to have only the technical competence (catalog, classify, index). It becomes necessary to interact directly with the user, from information intermediary to informational and pedagogical mediator, also incorporating new positions such as leadership and educational agent of transformation (DUDZIAK, 2003).In the same vein, Bufrem and Sorribas (2008) argue that the academic library canno't only be perceived as a guardian or disseminator of knowledge, but should invest in an investigative culture, with an emphasis on learning and not just on teaching and information transfer.
Based on these assumptions, the tendency is that the academic library will increasingly have to act as a promoter of users' informational competence. This competence can be understood as a process of appropriation and development of knowledge, skills, attitudes and values in relation to the procedure of accessing, evaluating, interpreting and critically and ethically using information (GODINHO, GONÇALVES;ALMEIDA, 2015).
In this sense, it is clear that besides being responsible for the management and conservation of information heritage, the academic library must play an active role in the educational process of the academic community. For this, it's necessary a proper administration (DZIEKANIAK, 2009).
Likewise, it is necessary that the library has a qualified staff, according to its objectives and the objectives of the university to which it belongs. After all, a library's success depends on its staff's ability to use its knowledge to serve the user community, while managing the processes of knowledge creation, dissemination, and possible exploitation (MAROUF, 2017).
Considering this scenario, it can be described that, in knowledge organizations (such as libraries), KM can contribute to users management (their needs, who to contact for information), resource management (sources, services, and where these services are available) and the practical management of people (available expertise, the quality of service they provide) among others (Islam, Agarwal & Ikeda, 2017). In other words, KM is configured as a dynamic and circular process "that involves all organizational processes, seeking to map existing knowledge, [...] with the aim of obtaining the best organizational performance" (HOFFMANN, 2009, p. 30). In this context, it is important to highlight that the academic library can use KM, since it enables the establishment of structured channels for the exchange of information and knowledge between employees and users (this optimizes work processes and improves the quality of the services offered).

METHOD
This study was characterized as a bibliographic research, which, according to Gil (2002), is developed based on material published in books, magazines, newspapers, electronic networks, etc.
For this, a survey of the scientific production on the KM theme was carried out, which can also be called "state of the art" or "state of knowledge". The state of knowledge comprises the identification, registration and categorization that lead to reflection and synthesis on the scientific production of a particular area, in a given space of time, through articles, dissertations, theses and books on a specific theme (MOROSINI; FERNANDES, 2014).
In this context, it was made a cut of the scientific production of the last ten years, comprising theses, dissertations and articles, in order to analyze how this theme has been approached in empirical studies within the academic libraries. Initially, the search was performed in the CAPES Digital Library of Theses and Dissertations (BDTD in Portuguese). In addition to theses and dissertations, the state of the art on KM in academic libraries was complemented by the search for national articles published on the CAPES Journal Portal, through the search strategies described in Chart

RESULTS ANALYSIS AND DISCUSSION
In the analysis process, a synthesis of each dissertation and thesis was first performed, addressing the objectives, the methodology used and the main results achieved. Subsequently, from the full reading of the articles, we sought to identify the applications and practices of KM in academic libraries.

ANALYSIS OF DISSERTATIONS AND THESES
The dissertation by Marques Júnior (2010)  The study conducted by  analyzed the sharing of information and knowledge among librarians of a public educational institution. Their results showed that information sharing is mainly done through informal practices (email, telephone, social networks and conversations with colleagues). The author also observed that the interviewees considered the work environment favorable to the exchange of information and knowledge. However, the factors that make it difficult are related to geographical distance and lack of financial incentives. Da Silva's dissertation (2016) investigated how KM occurs in the information processing service (cataloging) of libraries of a federal public university. Regarding the process of knowledge identification, the study found that there are no formal mechanisms for the identification of internal and external knowledge; it was also found that knowledge acquisition occurs informally. Regarding knowledge sharing, the results showed that the unit adequately performs the socialization of explicit knowledge registers. On the other hand, the use and retention of knowledge is incipient.

ANALYSIS OF THE SCIENTIFIC ARTICLES
The study by Araújo, Pereira and Oliveira (2010) aimed to present a proposal to promote an appropriate environment for sharing information and knowledge among the servers of the Library System (SiBi) of a federal public university. Their results showed that the sharing of information and knowledge has as its central point people. Thus, it is important to create a favorable environment to later achieve acceptance by the entire team.
The study by Martins (2012)  The study by De Bem and Coelho (2013), in turn, aimed to identify applications and trends of KM in the areas of Information Science and/or Librarianship, from a systematic literature review.
The results of this study showed that implementing KM in libraries leads to the best ability of these organizations to learn, identify and use internal and external knowledge in their processes and activities. Oliveira and Ciaconi (2013) analyzed and identified the actions of the project called REDARTE/RJ to promote the generation of new knowledge and the implementation of new ideas.
The identified strengths of the project were: trust environment, sharing initiative and free communication. In relation to the points to be improved, the following stand out: promotion of spaces for sharing faults, establishment of communication standards among member units and minimization of barriers regarding the use of ICTs.
The study by Faqueti et al. (2015), aimed to recognize which practices of knowledge sharing and transfer occur in Library Systems (SIBI) of Federal Public Education Institutions. Results indicated that, among the most recurring practices, are virtual collaborative spaces, wiki knowledge bases, other web 2.0 collaboration tools, and the Community of Practice. Still, it was found that many practices are not configured within a KM program, which decreases its effectiveness.
Santa Anna (2016) demonstrated in her study that information units, especially libraries, can not only provide access or possession of information, but must provide useful information capable of becoming knowledge in society. For this to happen, it is necessary the participation of all professionals of the unit, so that the aspects related to the culture and the experience of each professional are shared.
Finally, De Bem, Felicio and Rossi (2017) analyzed the interaction between the academic library agents of a public university through the identification, evaluation and registration of the interaction elements. The authors found that the analyzed academic library did not formally map the interactions between its agents (user, collaborator, supplier, librarian, teacher, among others).From the research was created a mind map that allowed to visualize actions and propose improvements. A summary of key information about each survey (including objective and conclusions) can be viewed in Appendix A.

FINAL CONSIDERATIONS
This article aimed to identify and analyze how the theme Knowledge Management, related to the context of academic libraries, has been approached in empirical studies in the last decade, and its possible contributions. For this, a state of the art was made, based on documents contained in the database "Brazilian Digital Library of Theses and Dissertations -BDTD", as well as in the Portal of Journals, at the level of Brazil.
From the bibliographic production that was searched, it was found that this theme is discussed under different approaches, such as: (1) comparative study on practices related to KM in Brazilian libraries and Portuguese libraries, (2) proposition of instruments for diagnose or manage information and knowledge in an integrated manner, (3) experience reports with the application of KM, (4) identification of implemented KM practices, among others.It was also evidenced that KM provides the capacity of these organizations to identify, share and use knowledge, helping to reduce costs and improving the quality of services offered.
On the other hand, it was possible to notice that, although most of the researched institutions use KM practices, it is carried out informally and not systematically, which reduces the effectiveness of these practices. Furthermore, it was evidenced that the implementation of KM in information units will depend greatly on the initiatives and attitude of the professional responsible for the unit, as well as on the organizational culture. These results corroborate Angeloni's (2008) theory that, in order to manage knowledge, it is necessary to take into account three dimensions that are interacting and interdependent: organizational infrastructure, technology and people.
As a contribution to the information units, the study found that the traditional way of administering academic libraries is inadequate in the face of new demands, and it is necessary to rethink the management of these units, including the way knowledge is being managed. As a suggestion for future research, it is suggested to expand studies to other databases, with different library typologies, as well as involving the international literature.