It is discussed the relationship "Library and Education" and it is pointed out that the dialogue between these institutions is not yet performed in the way proposed by the discourse. It is noteworthy that despite the recognition of the necessity of this interaction it remains a paradoxical situation, in other words librarians and teachers still act separately. We argue about the educational identity present in this two functions, considering that the core of both is the informational dimension. It is pointed out the relevance of reflective processes as an important element for guiding the action. It is proposed to rethink the role of professionals, through the combination of a utopian perspective, competence and professional commitment. It defends the importance that youth should participate in the cultural assets as a mechanism of hope and citizenship. It presents a number of possibilities to realize the dialogue between library and education and it defends the importance of making the triad information, knowledge and imagination.
Interaction library-education; Educational process; Informational dimension