O lugar da biblioteca escolar no processo ensino-aprendizagem: um estudo de caso.

Abstract

The act of reading, of liking to read, often depends on the stimulus that the subject receives during his intellectual development, it being able to happen in several environments, such as family and/or school, and so forth. However, it has befallen upon the teacher the responsibility of said task, since it’s considered that such professional should be the one to stimulate the reading of several types of texts, so that the student starts getting more satisfactory results in the understanding of classes, of the proposed learning activities, and for the citizen life. The forms/methods/different ways of reading are subjective when referring to the interpretation, often occasioning/leading to difficulties in the textual analysis in the classroom. In this work we conceive the school library as a privileged space and facilitator of the reading promotion. It allows the student access to information in various media, it being printed or virtual, becoming a fundamental tool on the development of the disposition and practices in reading. Nonetheless, the school library still finds resistance in the faculty/with the teaching staff in the matter of considering it as a key partner in the teaching-learning process. This work is a study about the ways in which the school library is being incorporated into the teaching-learning process, having as object of study the Major Library Bley of the Ifes Campus Santa Teresa. As for the main methodological procedures in this research, the application of questionnaires and interviews to students, former students, teachers, and employees of the research institution were used, in order to understand the different ways in which these subjects conceive the role of the school library in the teaching-learning.