Desafios e possibilidades para realização de ações pedagógicas na biblioteca escolar: o caso de uma escola estadual mineira

Abstract

This research discusses the challenges and potential of the activities developed in the library of the State School Deputado Olavo Costa (EEDOC) linked to the Minas Gerais State Secretariat of Education. The research hypothesis is that, due to the various existing challenges in the school, currently, there is a limitation of the practices developed in the EEDOC library, to configure this space as a pedagogical tool. Thus, the study seeks to answer the guiding question: To what extent have the practices performed and/or linked to the EEDOC library been contributing to the reader formation and the development of literacies in the high school stage? The general aim is to understand how the use of the EEDOC library can be improved as a space to the reader's formation and literacies. And the specific aims are: (i) to describe the space and the work developed in the school library of the research field institution; (ii) to analyze the practices with the demands/activities of the library and the relationship of the school community with this space and (iii) to propose the adoption of practices that favor the use of the school library by the subjects of the school so that it fulfills the role of space aimed at reader formation and literacies. Concerning the theoretical perspective, there are two thematic axes, in the first authors such as Alcântara (2013) and Costa (2013) support the study on the school library. In the second axis, we sought to use authors such as Cosson and Souza (2011); Butlen (2015) and Street (2014) to discuss some specificities about reading, reader formation, and literacies. As methodological procedures, documentary, bibliographic, exploratory and field types of research were used. And as instruments for data collection it was decided, at first, to review the literature and apply 76 identified questionnaires for high school students with an exploratory character. Subsequently, five semi-structured interviews were conducted - two individuals with teachers and three collectives with groups of high school students. To analyze the interview data, four categories were created: use and practices developed in the library; reading habits/routine; reader formation, and literacies. The obtained results reveal that despite the challenges (the apparent and the ones revealed by the research) concerning the practices developed in the EEDOC library, these have been contributing, in a certain way, to the reader formation and the development of literacies, to the extent that potentialities were identified in the activities developed and/or linked to this space, such as the reading projects, which motivate, encourage and arouse students' interest in reading. Therefore, the Educational Action Plan of this study brings improvement proposals for these practices, for that, we sought to suggest feasible actions, for example, the creation of Reading Clubs at school and the insertion of the usage of digital technologies in library activities. It is expected that this study can reaffirm the relevance of reading promoting by the school library so that this space can effectively contribute to the reader formation and the development of literacies.