The present research shows the results of public policies for school libraries related
to the three governmental spheres. The field research focused on three schools in
the municipality of Araguaína-TO, being one of the municipal network, another of the
state and, the last of the federal one. To achieve that objective, it was sought to
identify and to describe these policies within each one of the three areas; identify and
describe the functioning of these public policies in the respective school libraries; as
well as to ascertain if these libraries are fulfilling their pedagogical function aiming at
the formation of the reader. This is study of case with a qualitative approach,
involving bibliographical and documentary research, carried out through comparative
analyzes of the school libraries pedagogical practices linked to the mentioned
schools. As instruments and procedures for data generation, several documents
were consulted and analyzed, such as the work plan of those in charge of the school
libraries, actions contemplated in the Political pedagogical Project / PPP of schools,
reports, photographs, books portraying information about the collections and loans;
observations of the work done in each one of these school libraries during the
second half of 2016, with the due registration in the field journal; application of semistructured interviews with the school librarians, with teachers, and with managers of
the Municipal and State Teaching Departments. The generated data were examined
in the light of what the public policy plans for school libraries, as well as ideas about
their pedagogical role in the training of readers. In order to interpret those data, the
work of authors such as Eliana Yunes (1984, 2009, 2012), Gilda Carvalho (2012),
Rovilson Silva (2009), Magda Soares (1999), Gleide Pereira and Bernadete
Campello), Antonio Adailton Silva (2015), among other authors who deal with issues
related to school libraries and the training of readers were studied. It was verified
there was an advance in Brazil from the year of 1990 on, in what concerns to the
elaboration and approval of public policies for the school libraries. Among them, can
be mentioned the creation of PNBE, currently attended by PNLD, approval of law
12.244, which deals with the popularization of school libraries, as well as actions
directed at PNLL, PNE, PME, PEE. However, the legislation has not ensured the
application of laws in libraries, the results pointed out that 97.46% of schools in the
municipal network of Araguaína / TO do not have school libraries and in the state
sphere, 29.32%. Also, it was verified that the investment in public policies directed to
the formation of mediators of reading is insignificant, therefore, even in the schools
that have BE, the effectiveness of these public policies made for them in order to
their formation of readers is still insignificant in relation to its main expectation, which
is, to make the library a reference space to collaborate in the formation of the reader,
the development of its literacy and its autonomy to continue learning based on the
knowledge built from the mediations carried out in the scope, also, of the school
library .
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