Biblioteca escolar e formação do leitor: desafios e possibilidades do trabalho integrado em uma Escola Pública Mineira

Abstract

This research addresses the challenges and possibilities of integrated work, with all areas of knowledge, in the space of a state public school library in Minas Gerais. Therefore, the study is guided by the following question: how to promote a more effective integration between library actions and other pedagogical activities developed at/by the Felisburgo State School/MG? To meet the general objective of this study, which is to analyze the context of the library's pedagogical management to identify the potential for pedagogical integration of this space with the school's other actions, the following specific objectives were outlined: (i) Describe the situation of library management at the Felisburgo State School; (ii) Analyze the factors that interfere with the integration of the library with teachers' planning as a strategy to mobilize reading within the school; (iii) Propose an educational action plan that serves as a support instrument to facilitate the integration of the library with the school's pedagogical management. To this end, qualitative research was carried out, based on a case study, and, as research instruments, Federal and State Legislation, institution-specific documents and library records were analyzed, as well as interviews with teachers for use of the library and with the manager of this space, and a conversation circle was held to listen to teachers about the curricular contents. As theoretical support, research by Behr, Moro and Estabel (2008) is used; Santos, Fachin and Varvakis (2003) who understand the library as a space for learning and culture and suggest that this space be managed in order to meet the needs of students, teachers and the school community. The research also relies on the concepts and perspectives of Kleiman (1995) and Soares (2003) who see the library as an important space for the development of skills and literacy. Based on this research and the reflections carried out here, the aim is to contribute to the teaching of reading in basic schools, considering that the library space is a privileged place for literacy. This work also sought to analyze the work of the Professor for Teaching Library Use (Peub) in light of the legislation and specific guidelines for the position, comparing them with the activities actually carried out by these professionals in the library investigated, as well as the insertion of the library as a pedagogical instrument in the training of students. To this end, field research was carried out and the results revealed the need for coordinated actions to address the underutilization of the library and strengthen literacy pedagogical practices throughout the school. Therefore, in the last chapter, an Educational Action Plan is presented to mitigate, at least in part, the problems identified.