Bibliotecas Escolares e Direito à Leitura de Literatura

Abstract

Considering the importance of reading, especially reading literature, for the training of learners as readers, we chose the school library as the theme of our study. We start from the understanding that the school library consists of a space for interaction, where students and teachers come into contact with cultures through the book object (whether printed or digital), an aspect that favors new experiences for the learner, such as the appropriation and construction of knowledge. In this sense, the objective of the present study is to understand the role of the school library in accessing the right to read literature by children. More specifically, we intend to reflect on the function, origin and conceptualization of the school library; understand aspects of the formation of readers in childhood, with emphasis on reading literature; highlight the school library as a suitable space to encourage the training of apprentices as readers of literature. We used studies related to reader training (Amarilha, 1997), children's literature (Cademartori, 1991), school libraries (Silva, 2003), among others. In methodological terms, we align ourselves with the qualitative approach, with bibliographical research procedures, specifically the reading of theoretical references related to the proposed theme. The analysis of the theoretical studies developed reveals the need to think about practices that encourage a taste for reading literature in the school library, including working with young children. Therefore, the study carried out contributes to the training of reading mediators, committed to guaranteeing the right to literature.