Práticas educativas bibliotecárias de formação de leitores: um mapeamento de suas iniciativas e articulações na Rede Municipal de Ensino de Belo Horizonte RME- BH

• Ano de defesa: 2014
• Autor(a) principal: Juliana Alves Moreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Leitura; Bibliotecas escolares; Prática educativa bibliotecária; Formação de leitores; Trabalho colaborativo; Bibliotecas escolares Belo Horizonte (MG); Bibliotecários Educação; Ciência da informação
• Link de acesso: http://hdl.handle.net/1843/BUOS-9RQGWB

The proposition of study on the educational practices of training librarians readers aimed extrapolate watertight speech absence and / or inadequacy of library work on the procedure for reading and the formation of the reader at school and school library. Supported by empirical opportunity provided by also winning "program libraries" of RME-BH, the mapping of this ongoing practice enabled the identification and analysis of what has been done and contributes to fetch the necessary consolidation of a librarian practice still recent and sparse the Brazilian educational context. The practice of librarian-BH materialized RME actions and activities (projects) based on seven guiding principles, the themes derived from the content analysis, namely: Action, Diversity, Team, Literacies, Mediation, Partnership / Collaboration and Planning / time. These principles combine, in relation to the school and the library, the possibilities and limitations for effective practice and, in parallel, reveal how the education and training of the reader. They also constitute as mediative and par excellence and, in fact, oriented collaborative work. This latter finding was the most significant research, since the definition of the principle of Partnership / Collaboration represents a breakthrough recurrently required, however, often not realized, the partnership and collaboration between librarians and teachers how to work with the reading. However, the limitation imposed by the absence of formal integration of educational practice librarian training of readers to the process of teaching and learning in school, has contributed to make this meditative work and shared scarce and restricted to recurrent partnerships. On the other hand, also has committed the planning, execution and evaluation itself than is routinely performed in school libraries and schools. Thus, the analysis highlights the principles of collective construction of an identity for the school library work as well as training of the reader relativize towards the consolidation of this work focused only on individual effort - the protagonist - expected this professional. Produce more than a historical record of a different reality in the Brazilian context, this research certainly opens a way to explore more and more discussion about what can be educational practice librarian training aiming your readers regular and constant improvement.