Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Sá, René Freitas de
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| Orientador(a): |
Lima, Rita de Cassia Brêda Mascarenhas
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual de Feira de Santana
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| Programa de Pós-Graduação: |
Mestrado Acadêmico em Educação
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| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.uefs.br:8080/handle/tede/1337
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Resumo: |
The work entitled “Library and Reading at School: Paths taken to implement a School Library at the Municipal School Regina Vital in Feira de Santana - Bahia” has the research question to understand how the school library can contribute to the educational process and training of student readers at an elementary school in the municipality of Feira de Santana-Bahia? And as objectives, to know the conceptions, interests and engagement of teachers and professors that make up the researched institution and to identify the federal and municipal legal documents that subsidize the effective implantation of the School Library as a socio-cultural learning equipment. The methodological path chosen was qualitative research and as a data generation tool I opted for field diaries (built during my participation in the training of reading mediators developed at the locus school), and, through semi-structured interviews, in order to to know the public policies and strategies in force in the municipality of Feira de Santana to encourage reading, for the implantation of libraries in the schools of the network and for the work of training reading mediators with teachers. The research also seeks to learn about the collaborators' personal experiences with reading, the book and the library and what are the reflexes of these experiences in their training as students and readers. I take as a theoretical reference authors who discuss teacher education, such as: Tardif (2014); Nóvoa (1992); Cunha (2013) and Nóvoa & Finger (2004); on Cultural History: Burke (2008) and Chartier (2012); and on public policies for reading and the library: Moraes (2006); Milanesi (1983, 2003); in addition to the IFLA / UNESCO guidelines and manifestos, among other legal frameworks. Among the research findings, it is possible to highlight that although there is legislation that regulates the organization of the library in the school space, we still account for some schools that do not have the library on their premises, and that such absence if it is not remedied through actions planned by the main those responsible for educational administration and management will affect student and reader development and training. Another important finding concerns the triple function of the library, which are: the educational, cultural and social function, and the need to develop practices that raise awareness and promote such functions. Thus, this work proposes to contribute to the reflection on the indispensable character of the library for education and the need to ensure the existence of this space within the school so that the right to reading and, consequently, to a quality education is guaranteed to all without distinction. |
