THE DEFRAGMENTATION OF THE SCHOOL LIBRARY: CORNERS AND READING ROOMS

CANTINHOS E SALAS DE LEITURA

Abstract

This study aims to analyze the institutional reality of school libraries within the Brazilian state public school system, confronting the regulatory framework with state data and the non-compliance with legislation governing the professional practice of Librarianship. This qualitative research, utilizing a social approach and grounded in the legal framework, documentary analysis, and a literature review, reveals a mismatch between regulations and practice. This gap highlights the dismantling of libraries in favor of equivalent spaces, such as reading rooms and reading corners. It was found that the Education Census data do not reflect the actual reality of Brazilian school libraries. Diverse actors—including teachers, administrative support staff, certified primary school teachers, reallocated teachers, reassigned teachers on medical/functional restrictions, designated library teaching staff, and professional librarians—are responsible for managing these school libraries. This scenario signals not only the precarization of these spaces but also a disregard for the regulatory provisions that govern professional practice in the field. School libraries are staffed by unqualified personnel, which compromises the role of this pedagogical tool. Furthermore, school libraries and reading rooms lack collection management and cataloging software for information resources, as well as institutional policies and guidelines. The general lack of interest in the school library hinders reading mediation, leading to an ignorance of its potential, services, mission, and, primarily, its social role in reducing inequalities and fostering citizenship. Given this scenario, it is evident that the universalization of libraries in the Brazilian state public school system remains a distant goal.