A biblioteca como contexto de formação da criança leitora: ações e significações de crianças e professoras
The present study’s objectives were: a) to collaborate in the implementation and dynamization of a school library and b) to analyze the practices developed in the library and their contribution as to constitute a child reader according to the meanings of the children and teachers involved. Taking...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/49603 |
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| Resumo: | The present study’s objectives were: a) to collaborate in the implementation and
dynamization of a school library and b) to analyze the practices developed in the
library and their contribution as to constitute a child reader according to the meanings
of the children and teachers involved. Taking a public school library as a reflection
and analysis space is also recognizing its importance as a multiple learning tool
about the act of reading itself as well as reading as a social practice that, to be learnt
and developed, intentional and systematic mediations must be undertaken, that
promote, to the children, the interaction with diverse and meaningful written works.
The school library, once regarded as an alternative, even optional space in school’s
context, is now a mandatory space in all teaching facilities, public or private,
according to federal law nº 12.244/24 may/2010. We conceived the idea that this
space needs guaranteeing and strengthening in teaching facilities as a legitimate
spot of formation of reader subjects. The principals of qualitative approach and the
premises of critical-collaborative research-action ruled the investigation. The latter
who involved both the analysis of teachers’ and students’ meanings on library
practices and a joint effort, solicited and negotiated with the school staff in
implementing their library. The study was carried out in a public school in
Parnamirim/RN. The subjects were, beyond everyone engaged in constructing the
library as a reading practices space, four teachers (three classroom heads and one
librarian) and ten children, aged between six and eight, enrolled in three classes of
first and second grades of the Elementary School. The research involved
participatory observations, semi-structured interviews, and document analysis and
field diaries. The teachers’ and children’s meanings point out that the practices
experienced in the library under mediation of the teacher responsible can improve
absorption of knowledge, procedures and attitudes relevant to the constitution of a
child reader, further proving that the school library is/can be/needs to be a
fundamental space of experimenting reading practices and formation of reader
subjects, which requires public policies enabling physical structures, collections and
formation/availability of qualified professionals to library specific tasks. |
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