Mediation of reading in the school library: Practice and do in the training of readers

Abstract

This article aims to discuss the school library as a privileged space for reading mediation from the students' perception. The specific objectives are: to analyze the mediation practices in the school library as reading enhancers; identify the school library as a privileged space for reading mediation; and discuss the role of the librarian in promoting learning and reading. The research was exploratory and qualitative approach. Participant observation and learning analysis were developed from reading mediation experiences in the SESC School Siqueira Campos Library. An adaptation of Gardiès's work (2014) was proposed, where the following aspects of the mediation process were analyzed, such as the documentary process, the informational process and the communicational process. The library was chosen according to accessibility sampling criteria, having a librarian in its staff that develops reading actions with student groups. The research was conducted with a group of thirty-six students from the 4th grade of elementary school. Mediation is considered a primary factor for encouraging and building the reading habit, which should be the responsibility not only of the school, but also of the family.