The collection of the National School Library Program in the process of mediation and
literary reading at the high school of the Federal Institute of Tocantins with emphasis on
Campus Paraíso do Tocantins. The problem that prompts this research is the public policy that
offers materiality to cultural assets and the difficulties encountered in the circulation process
and the effective use of the acquis in the school environment. The research is based on the
study of reading conceptions, international public policies for books, reading and libraries,
especially in Latin America, and the history of government initiatives to encourage reading in
Brazilian society. Practical readings in Brazil are identified from the results of the
International Student Assessment Program, the Brazilian Literacy Indicator, the National
Continuous Household Sample Survey, and the Portraits of Reading research in Brazil. The
National School Library Program is presented as a policy of distribution of literary and
didactic collections to the public school libraries in order to supply the lack of cultural goods.
The methodology includes qualitative research assumptions with a case study design. Data
were collected through documentary sources from the Ministry of Education and Federal
Institute of Tocantins, semi-structured interviews and questionnaire. It was based on the
design of Content Analysis of Bardin (1977) for the analysis of the data. The locus of the
research is Campus Paraíso do Tocantins and the subjects investigated include the librarians
of the Federal Institute of Tocantins, teachers of Portuguese and foreign languages and the
students of the integrated high school of Campus Paraíso do Tocantins. Above all, it is based
on ethical elements of research based on Resolution 196 (BRASIL, 1996a). The constructed
data make it possible to answer the following question: how has the school community
appropriated the collections made available by the National School Library Program to
stimulate reading? The results indicate that the National School Library Program collection
did not contribute to the promotion of effective reading practices. It was observed that the
mediators do not perform reading activities with the works of the collection, however, the
students have the teachers as responsible for the formation of the reader. It was found that
49.25% of the students disagree with the methodologies and didactics applied in literature
classes and 80.6% use the library for purposes other than reading and borrowing books. The
profile of the readers was identified: most of the students read (62.68%) and liked literature
(70.90%), mainly, books that portray their daily life; 52.24% do not read because of school
requirements and 50% read printed books. In relation to professionals, they are readers guided
by professional and learning issues. It was found that the National School Library Program is
maintained as a distributive policy and not a training of readers, since it is necessary for the
mediators to appropriate the collection to bring them closer to the students. It is intended,
therefore, to contribute to critical reflections on public reading policies.
|
