SCHOOL LIBRARIES IN BRAZIL: READER DEVELOPMENT, KNOWLEDGE MEDIATION, AND CHALLENGES FOR EDUCATIONAL POLICIES
DOI:
https://doi.org/10.66104/mfe8sg64Keywords:
School Library; Reader Development; Basic Education.Abstract
The present study aims to investigate, based on Brazilian scientific literature, the contribution of school libraries to reader development and to the mediation of knowledge within the context of educational policies. This study is based on the understanding that the mere presence of a school library does not ensure reader development nor effective knowledge mediation within the educational environment, requiring its integration into the curriculum, pedagogical practices, and institutional conditions of school functioning. The research is characterized as bibliographic and documentary, adopting a qualitative approach grounded in the analysis of scientific articles, dissertations, theses, and legal documents published predominantly from the 2000s onward. The study examines the main theoretical frameworks and normative instruments that guide the organization of school libraries in Brazil, with emphasis on Law No. 12,244/2010 and its update by Law No. 14,837/2024, as well as academic productions addressing reader development, reading mediation, and the social role of the library in the educational context, problematizing their implications for the teaching and learning process. The analysis reveals that, despite normative advances and the expansion of discussions regarding the importance of school libraries, weaknesses persist in the articulation between these spaces, pedagogical practices, and educational policies. The results indicate that the lack of adequate infrastructure, diversified collections, and qualified professionals tends to limit the educational potential of school libraries, often resulting in their underutilization in everyday school life. It is concluded that consolidating the school library as a space for reader development and knowledge mediation requires continuous investment in public policies, professional qualification, and the integration between the library and the pedagogical project, in order to ensure broader, critical, and socially grounded educational practices.
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