Lendo e escrevendo na biblioteca escolar: narrativas de uma experiência de extensão do curso de pedagogia do CESC/UEMA

Abstract

This study has as its theme: reading and writing in the school library: narratives of an extension experience of the pedagogy course at CESC/UEMA, presenting the objective of understanding reading and writing in the school library as a dimension that helps in the development and intermediation of knowledge with specific objectives aiming to, a) discuss the importance and contribution of children's and young adult literature for students in the 4th to 5th grade of Elementary School; b) reflect on reading and writing methodologies with students with greater learning difficulties; c) highlight the contribution of reading/writing circles in the school library as intermediation of socially elaborated knowledge. With this, we ask ourselves: in what way can reading and writing in the context of the school library mediate in the construction of more elaborate knowledge? This is a descriptive research with a qualitative approach, with a categorized methodology having as a procedure the field research that was developed in a public school in the city of Caxias - MA. A questionnaire was used as a research instrument for data collection. The study was supported by authors such as: Aranha (2016), Gramsci (1982), Fragoso (2005), Freire (2005), Martins (2011), Saviani (2007). Given the analysis of the responses, the school library is sufficiently large to allow the entire school community to have continuous and uninterrupted access to all types of information and access to various educational and literary resources in order to actively contribute to the formation of integration