A biblioteca escolar integrada às ações pedagógicas na Escola Estadual Emílio Jardim

Abstract

This management case study focuses on the integration of the library with the pedagogical activities carried out at Escola Estadual Emílio Jardim, part of the state education network of Minas Gerais, located in Coimbra (MG). The motivation for this study arose from the school's library infrastructure, the low student usage and attendance in this space, the scarcity of projects involving pedagogical actions supported by the library’s materials, and the consequences of teacher turnover in this learning environment. Thus, the main objective is to investigate the challenges of integrating the school library into pedagogical activities at Escola Estadual Emílio Jardim. Among the specific objectives, we aim to describe the Escola Estadual Emílio Jardim and understand its contexts related to the integration of the library into pedagogical activities; analyze the role of the school library and its relationship with pedagogical actions in the researched school; and propose an action plan to foster a pedagogical connection between the school library and the curricular activities of Escola Estadual Emílio Jardim. The theoretical framework of this study is based on discussions regarding integration and collaboration within the library, as well as information literacy and reader formation. In this context, qualitative research was conducted through individual semi-structured interviews with the school administration and pedagogical supervision, as well as a discussion group with students to gather their perspectives on the integration of the library into the school’s pedagogical activities. The research data indicate that the integration of the library into pedagogical activities is primarily limited to the lending of literary books when Portuguese language teachers require them for evaluative activities. Additionally, pedagogical actions developed in the classroom remain confined to that environment, and other teachers do not utilize the library’s collection. Another issue raised is that the work of PEUBs is not fully directed towards the library. Following this, an Educational Action Plan was proposed to bring the library closer to the pedagogical activities developed at the school, with proposals to activate the library as an educational support tool across all curricular subjects. The proposed actions involve the professional engagement of the school management team, the pedagogical supervision team, teachers, and PEUBs. We believe that the commitment of professionals to integrating the library into pedagogical activities is the key factor, even in light of the current physical infrastructure of the library.