O processo de integração entre a biblioteca escolar e o currículo

Abstract

This research analyzes how the process of integrating the school library with the school curriculum takes place, starting from the conception of the library as an indispensable organism for the student's formation in the school space-time. It objects, in general, to analyze the integration process between the library and the school curriculum through curricular documents and in powerful school spaces-times, taking as object of study the relationships woven by school librarians. Methodologically it is configured as a qualitative research, expecting a deep understanding of a specific phenomenon and of greater relevance with regard to the subjectivity aspect of social action. It is systematized in two main moments: the first occurs through a documental analysis, inspired by the content analysis method, which examines the main curricular documents in Brazil (National Curriculum Guidelines for Basic Education, Common National Curriculum Base of Elementary School, Education Guidelines and Bases Law, National Education Plan and National Curriculum Parameters) and the Pedagogical Proposals that guide and systematize the work of the researched schools to observe how the school library is contemplated in this diversity of documents; and the second moment guided by multiple case studies, which were collected from the librarians of two private schools of Basic Education in the city of Belo Horizonte, narratives that help to understand how the processes of integration of school libraries with the curriculum are daily performed from the look of these subjects. Conclusively, it presents that the adoption of the traditional curriculum perspective is a factor that can make it impossible for the school library to integrate effectively with it, and in contrast, it proposes that the adoption of alternative curriculum perspectives, such as the narrative, makes possible integration from the school library to the curriculum. Regarding national curriculum documents, it concludes that they do not explain the importance of libraries beyond physical equipment and support to other sectors of the school, nor do they link them directly to pedagogical doings. Based on studies addressing integration experiences between the library and the school curriculum, both nationally and internationally, are presented a relation of factors that can contribute and those who can hinder this integration. From the case studies, 11 analytical categories were presented that compose the factors that make it possible to perceive empirically, as the effect of the integration of libraries to the school curriculum in the researched spaces-times. Finally, it proposes to think of a new way of presenting the library in these national documents, so that, gradually, the fruits of these changes reflect in the local and school documents, and as a possibility of continuity of the research, it suggests to define levels of integration from the school library to curriculum, as well as the levels of collaboration between librarians and teachers are already defined.