Biblioteca escolar, currículo e leitura: interfaces numa escola de ensino médio no Ceará

Abstract

This dissertation discusses the interfaces between school library, curriculum and reading at a public high school, located in the State of Ceará. The distance between the functional objectives of this Institution’s Library and the pedagogical practices developed in it (and by it), notably with regard to the collaboration between the librarian teacher and the other classroom teachers, is the basis of this study. Among the attributions of a school library, the support to teachers in the development of curricular actions and the promotion of reading among students stand out. However, what has been observed, over the last five years, is the unsystematic nature of the activities developed in/by that Library in relation to the curriculum and the low percentage of students who spontaneously seek its collection for reading purposes. This situation raised the following question: How can the activities developed in/by this High School’s Library relate more effectively to the curricular practices of this educational Institution, notably those aimed at promoting reading? This guiding question led to the general objective of analyzing how the Library in question has been integrated into the pedagogical actions of the researched School, since there is an underused potential for planning/performing/evaluating pedagogical actions that are more in line with the Institution's curriculum, actions that are embodied in collaborative teaching work. As for the specific objectives, they are limited to 1) describing the challenges regarding the functioning of the Library; 2) analyze how its human and material resources could be leveraged, in order to contribute more effectively to the teaching and learning processes of the researched School; and, finally, 3) propose an Educational Action Plan (PAE) that presents suggestions for improving its functionality, focusing on collaborative work between librarian and classroom teachers. Authors such as Freire (2007), Demo (2009), Campello et al. (2013), Leite (2016) and Hargreaves (ANDY..., 2018a; 2018b; 2018c) contribute to the understanding of this issue. The research methodology adopted is eminently qualitative and its path encompasses, in addition to the necessary bibliographic review, the use of data collection instruments, notably, conversation circles with the research subjects. The analysis of the collected data permeated two theoretical categories - school library/reading and school library/curriculum, and, among the results obtained, it was shown that i) reading training among students is precarious; ii) in the languages department, there is discontent among most teachers regarding to the quality and quantity of their readings; iii) there are no collective projects aimed at the reading formation of both students and teachers; iv) the presence of the librarian teacher in the weekly pedagogical plans of the languages department is necessary; v) there is, in the focus group, potential for the adoption of a Community of Practice. In view of these findings, five actions were proposed that sought, in short, to enhance the use of the Library, both in terms of encouraging reading and its integration into the curriculum of the researched Institution.