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O professor bibliotecário como promotor da diversidade e inclusão: um estudo sobre as suas práticas nas escolas da Região de Basto
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Orientador(es)
Resumo(s)
A Biblioteca Escolar do século XXI assume-se como um espaço de acesso democrático ao conhecimento, de desenvolvimento de literacias e de educação para a cidadania, devendo responder, de forma intencional, às exigências de uma escola que reconhece e valoriza a diversidade. Contudo, em alguns contextos portugueses, particularmente em territórios marcadamente rurais, certas formas de diversidade podem assumir menos visibilidade, sem deixarem de exigir respostas educativas intencionais.
É neste âmbito, entre orientações, expectativas e práticas que se situa este estudo, centrado nas Bibliotecas Escolares da região de Basto. Partindo do papel estruturante atribuído às Bibliotecas Escolares no contexto da escola inclusiva e da função específica desempenhada pelo Professor Bibliotecário enquanto mediador e curador, esta dissertação analisa a forma como a diversidade e a inclusão são compreendidas e operacionalizadas neste território.
O estudo centra-se nas conceções dos Professores Bibliotecários sobre diversidade e inclusão e na forma como estas se traduzem nos papéis atribuídos à Biblioteca Escolar, nos critérios de construção e seleção da coleção, nos serviços prestados, nas formas de avaliação e nas dinâmicas de gestão e colaboração. Procura-se, deste modo, compreender de que forma a Biblioteca Escolar pode assumir um papel de relevo na representação, na acessibilidade e no acolhimento dos seus utilizadores, reforçando a sua relevância pedagógica no percurso da população estudantil.
In the twenty-first century, the School Library is increasingly conceived as a democratic space for access to knowledge, the development of multiliteracies and citizenship education and it is therefore expected to respond intentionally to the demands of a school that recognises and values diversity. However, in some Portuguese contexts, particularly in markedly rural territories, certain forms of diversity may be less visible, while still requiring intentional educational responses. It is within this scope, between guidelines, expectations and practices that the present study is positioned, focusing on the School Libraries in the Basto region. Grounded in the structural role attributed to School Libraries within the context of inclusive education and in the specific function performed by the Teacher Librarian as mediator and curator, this dissertation analyses how diversity and inclusion are understood and operationalised in this territory. The study focuses on Teacher Librarians’ conceptions of diversity and inclusion and on how these are reflected in the roles attributed to the School Library, in the criteria for developing and selecting the collection, in the services provided, in forms of assessment and in the management and collaboration dynamics. The aim is therefore to understand how the School Library can play a prominent role in ensuring the representation, accessibility, and inclusion of its users, thereby strengthening its pedagogical relevance throughout students’ educational journeys.
In the twenty-first century, the School Library is increasingly conceived as a democratic space for access to knowledge, the development of multiliteracies and citizenship education and it is therefore expected to respond intentionally to the demands of a school that recognises and values diversity. However, in some Portuguese contexts, particularly in markedly rural territories, certain forms of diversity may be less visible, while still requiring intentional educational responses. It is within this scope, between guidelines, expectations and practices that the present study is positioned, focusing on the School Libraries in the Basto region. Grounded in the structural role attributed to School Libraries within the context of inclusive education and in the specific function performed by the Teacher Librarian as mediator and curator, this dissertation analyses how diversity and inclusion are understood and operationalised in this territory. The study focuses on Teacher Librarians’ conceptions of diversity and inclusion and on how these are reflected in the roles attributed to the School Library, in the criteria for developing and selecting the collection, in the services provided, in forms of assessment and in the management and collaboration dynamics. The aim is therefore to understand how the School Library can play a prominent role in ensuring the representation, accessibility, and inclusion of its users, thereby strengthening its pedagogical relevance throughout students’ educational journeys.
Descrição
Tese de Mestrado em Administração e Gestão Educacional, apresentada à Universidade Aberta
Palavras-chave
Professor bibliotecário Biblioteca escolar Diversidade Inclusão Mediação Escola inclusiva Região de Basto Teacher librarian School library Diversity Inclusion Mediation Inclusive school Basto region