Biblioteca escolar e professor: duas faces da mesma moeda? Investigação sobre a interação entre a biblioteca escolar e o professor do ensino fundamental na Rede Municipal de Ensino de Belo Horizonte

• Ano de defesa: 2001
• Autor(a) principal: Monica do Amparo Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Prática pedagógica; Escola plural; Ciência da informação; Rede Municipal de Ensino de Belo Horizonte; Educação para cidadania; Biblioteca escolar; Bibliotecas escolares; Bibliotecas escolares e educação
• Link de acesso: http://hdl.handle.net/1843/LHLS-69XN76

In contemporary society, education and information constitute indispensable requirements so people can exercise fully their citizenship. This fact calls attention to the scope and the quality of the teaching offered to citizens. In this scenery the school library can be seen as an educational agent that contributes to improvement of the learning process. It is required to assume a new role within. Schools libraries have function as information centers and help users (students, teachers, employees and community) to meet their information requirements. In order to play this new role well it has to work in syntony with their clients demands and most important it has to develop its program in accordance with the educational philosophy of the school as well as searching practices. This study investigated if, under teachers perception, school libraries are assuming its new role, interacting with school teachers. It examined the Municipal Public Schools Net of Belo Horizonte (Minas Gerais-Brazil) and its political pedagogic proposal including Escola Plural (Plural school). A survey was conducted using questionnaire and interview to collect data. The results show that a minor progress occurred in the relationship between school teacher and school library since the beginning of the mentioned Program. School teachers are in fact users of the library and more than that, they acknowledged the importance of the library in the learning process. However, this investigation showed that teachers still didnt integrate the school library as an effective learning resource in their pedagogic practice and dont consider library as a partner.