A biblioteca escolar como aliada na construção da elevação cultural e moral: caminhos para uma atividade educativa emancipadora em uma escola municipal do Capão do Leão/RS

Abstract

This thesis, based on Dialectical Historical Materialism as perceived by Marx and Gramsci, aims to contribute to the construction of spaces for dialogue with teachers that allow for the understanding of the internal and external conditions for the constitution of the school library in a public elementary school in the city of Capão do Leão/RS, in search of a transformative educational activity. The qualitative study was based on the analysis of the situation of the Parque Fragata Municipal Community Elementary School in the city of Capão do Leão/RS. The thesis established the school library in its historical and dialectical constitution, as part of a formative institution, which has the potential to build dialogues with teachers and is, therefore, a possibility for the cultural and moral elevation of its audience. The research instrument used was a semi-structured interview with teachers who teach classes in Pre-B, in the first and second years of elementary school, in order to understand the existence of incentives for reading in the first years of school. With the help of the categories of singularity, particularity and universality, four themes emerged: encouraging reading during the school years: inside and outside of school; the book as a protagonist in the elaboration of the classes taught; the school library as a space for the development of critical thinking and cultural dissemination; and the struggle for a playful space to promote reading in school: the library as a possible place for the cultural and moral elevation of the school community. The investigation ends by observing the beginning of the constitution of a collective organism conscious of the class to which it is linked and, amid contradictions and alienations, the struggle for the development of emancipatory educational activity. Even with the lack of a library, the teachers use other strategies to encourage their students to have contact with the most diverse literatures, as an attempt to overcome an uncritical and fragmented view of reality.