Biblioteca escolar: a gestão escolar e a atuação do professor para o ensino do uso da biblioteca em uma escola estadual mineira

Abstract

School libraries play a fundamental role in students’ education by promoting access to reading, research, and construction of knowledge. However, its effectiveness depends on adequate planning and integration into the school’s pedagogical project. In this context, the Teacher for Learning Library Use (PEUB) is responsible for the space, fostering reading practices and mediating access to information sources. The present study adopted a qualitative approach conducted in a state school in Minas Gerais, Brazil, where challenges were identified in the performance of this professional role, particularly due to teacher absenteeism, which frequently leads PEUB to replace absent teachers, thereby reducing the time dedicated to library activities. In light of this, the research sought to answer the following question: How to promote effective integration between PEUB actions and the school’s broader pedagogical activities? The general objective was to understand how PEUB’s work can be integrated into the school’s pedagogical planning. As such, the specific objectives were: (i) to describe the library space and the work carried out by PEUBs; (ii) to analyze the difficulties and potentialities of the integration of their actions into the school; and (iii) to propose strategies to integrate their actions into school planning. The theoretical framework encompassed school management, discussing how different management models influence the library’s integration into pedagogical activities; educational planning, to ensure continuity of actions; and teacher absenteeism and its impact on school routines. The library, as a support to teaching students, must be connected to the Political-Pedagogic Project (PPP), to promote reading, research, and development of core competencies. Data collection included document analysis, questionnaires, and semi-structured interviews with school administrators, basic education specialists, teachers, and PEUBs. Documents such as the PPP, attendance records, meeting minutes, and library records were analyzed in order to understand the relationship between management, planning, teacher absenteeism, and library use. Data were analyzed using Bardin’s (2009) content analysis method, which enabled the identification of patterns, challenges, and opportunities related to the PEUB’s performance, supporting strategies to strengthen their role within the school. The resulting analyses highlight the importance of reinforcing integrated planning and welldefined institutional guidelines that ensure PEUB had effective conditions for the development of its pedagogical function, contributing to the school library’s consolidation as an educational space in the teaching and learning process. As a practical outcome, an Educational Action Plan (EAP) was developed, with five integrated actions: (i) updating the PPP to include PEUB activities and library use; (ii) using Module II meetings for continuing education on library use; (iii) modernizing library records through the BIBLIVRE software; (iv) creating a Book Club to foster shared reading experiences; and (v) setting up display stands to promote the library collection. The present study concludes that valuing the school library as a space for reading promotion and improved educational performance requires integrated actions by the school community to effectively incorporate PEUB and library use into the teaching and learning process.