Possibilidades de mediação de leitura na biblioteca escolar

Abstract

The formation of the reader involves the performance of a mediator, since the simple material contact with the books does not make the subject a reader, requiring reading mediation actions. In this perspective, the objective was to analyze the work of librarians who acted as reading mediators in the context of school libraries, developing reading mediation actions. As a methodology, we opted for the observation and analysis of activities developed in the libraries, as well as conducting semi-structured interviews with library staff and teachers who have projects in conjunction with the library. It should be noted that mediation and incentive activities are effective when the mediator has the profile to act in this environment, being a reader open to continuous dialogue with the school and its users. It is unanimous in literature and data analysis that the librarian and the teacher - who are readers' trainers - need to know the literature, the authors, the literary genres and, above all, share their readings as a possibility to train more critical readers. The most effective actions for training the reader mentioned were the mediation of continuous meetings, such as Reading Clubs, in which people come together to share readings for pleasure; contacts with authors; borrowing books and dialoguing with readers. The mediation activity involves the text, the reader and the mediator, this process being permeated by extrinsic and intrinsic factors related to the object, the subject and the reading agent. In the research, it was also found that the mediation activity is the result of careful and planned work, whose report and discussion can contribute to inspire professional practices, highlighting the potential of the librarian with the mediation of reading in school libraries.