A biblioteca escolar como espaço de práticas pedagógicas para professores e alunos da Escola Estadual Prefeito Odílio Fernandes Costa

Abstract

The research is based on the hypothesis that the approaches used in the researched school library are limited, making it difficult to effectively transform this environment into a place that welcomes students to develop reading and literacy skills. This scenario does not extend only to the main school, but also to the libraries in the São Joaquim Brejo Grande (BG) annexes that offer shared resources and collections, but they are insufficient to serve the entire student community. The research seeks to answer the guiding question: what management strategies can be used to strengthen library literacy pedagogical practices in schools, especially considering the High School (EM) stage? The general objective is to investigate the uses of library space to analyze and propose management strategies aimed at strengthening this environment, both in the main school and in the annexes. And the specific objectives. They are: (1) describe the space, resources, and the work carried out in the library; (2) analyze the use of space and pedagogical literacy practices developed in the school library and the relationship of high school students with this educational environment and (3) propose an Educational Action Plan (EAP) with practices to improve use of library space and resources to serve high school students better. From the theoretical perspective, there are three thematic axes; in the first, authors such as Freire (1997), Martins (1997), Paulino (2001), Soares (2009), Cosson (2009), Campello (2016), Roca (2012) and Carvalho (2016). They explore essential concepts that permeate the core of the school library, conceptualizing reading, and literacy and discussing the role of the library as a space conducive to the development of these skills. In the second axis, authors such as Carvalho (2001), Furtado (2004), Campello (2001, 2010), Silva (2009), Roca (2012), Andrade (2001, 2016), Gasque and Casarin (2016) They were used. to analyze the use of library space and resources to improve the student's learning process and the third axis used authors such as Ferreira (2009), Silva (2009), Campello (2009, 2010), Nunes and Santos ( 2020), Roca (2012) to reflect on the difficulties, strategies and collaboration mechanisms between librarians and teachers. The methodological procedures included documentary research, bibliographic review, exploratory investigation, and fieldwork. As data collection instruments, we chose to carry out four semi-structured interviews with Teachers for Teaching Library Use (Peub) and a focus group interview with five Portuguese Language (LP) teachers from EM. For the analysis of interview data, three themes were established: Promotion of reading practices in EEPOFC: perspectives from the School Library and Classroom, according to Peub and PLP; Challenges in implementing pedagogical practices; Future perspectives and final considerations. The results revealed the need for coordinated actions to address library underutilization and strengthen literacy pedagogical practices throughout the school, with a special focus on high school. The Educational Action Plan (PAE) seeks to promote initiatives that encourage students to become more involved with reading, writing, and interpretation.