Currículo narrativo como possibilidade de potencialização e integração à biblioteca escolar

Abstract

It starts from the assumption that school library is characterized as a learning space, and that, therefore, demands also to be constituted in the school curriculum. It aims to present the perspective of narrative curriculum as an essential resource for the systematization of a model that enables, among other issues, the viability of library integration with the school curriculum. Methodologically, it is characterized as a bibliographic research, as it analyzes a set of references from the scientific literature in order to share theoretical contributions on a particular theme. It presents a brief trajectory of the historical development of the concept and application of the curriculum, culminating with the presentation of the perspective of narrative curriculum proposed by Ivor F. Goodson, whose main characteristic is the possibility of personal involvement in its constitution process. It defends the adoption of this curricular management practice that gives the school and educators, including librarians, an autonomy to decide the modes of organization and conduction of the teaching-learning processes. Conclusively, it perceives the narrative curriculum as an instrument capable of enhancing thought, reviewing the gaps in the adopted educational models and allowing its integration with the school library in a powerful way even in the theoretical-reflexive scope.