The amount of information in the world has grown exponentially in the last generation. Students often believe that growing up as digital natives means they have advanced information literacy skills. However, school librarians are not seeing evidence of this in their schools. The purpose of this study was to determine if secondary students overestimate their information literacy (IL) abilities, if relationships exist between IL self-efficacy and performance, and if grade level or self-efficacy level changes those relationships. To accomplish this, data were collected from two middle schools and three high schools from a total of 397 students in grades 6, 9, and 12. Students completed the Information Literacy Self-efficacy Scale (ILSES) and the Tool for Real-time Assessment of Information Literacy Skills (TRAILS) to measure their IL self-efficacy and performance. The data were examined as a whole, by grade level, by self-efficacy level, and by a breakdown of combined self-efficacy level and grade level. Analyses involved t-tests, bivariate correlations, and hierarchical linear regression. Results showed that all groups overestimated their IL abilities and that the overestimation increased as self-efficacy level increased. In addition, correlations provided evidence of a relationship between IL self-efficacy and performance for each grade level and for each self-efficacy level. Another finding was that in all grade levels, higher self-efficacy equated to higher performance, however, for a large percent of students, high self-efficacy equated with lower scores. Grade level did have an effect on the relationship between IL self-efficacy and performance. This effect showed statistical and practical significance when grade level was used as a covariate but only practical significance when used as a moderating variable. Overall, ninth graders showed a dip in performance when compared to sixth and twelfth grades.

The present study was undertaken to investigate the concerns of secondary school teacher-librarians, that the subject headings set down by the Australian Schools Catalogue Information Service (ASCIS) do not cover topics in senior sourses of study. NSW HSC Economics was chosen to test this perception. Terms were extracted from three textual sources (syllabus, textbook and examination papers) and checked against the subject headings in the ASCIS Subject Headings List. A comparison was made between terms which matched exactly, those which were only partially matched and those which had no match. The linguistic complexity of the term (single-word or multi-word) and the number of textual sources using the term were also taken into account. The results showed a varying degree of match between textual terms and subject headings. Single-word terms found in more than one textual source were much more likely to be found in the subject headings than those from only one textual source. Multi-word terms were found less frequently than single-word terms, but were also more likely to be found when they came from more than one textual source. There was a large number of partial matches in this group, and these were found to be more general in concept than the textual terms. Most of the terms were found, but the general nature of the partial matches and the lack of adequate cross references may cause problems in subject analysis and retrieval.

本研究在探討目前臺北市高中圖書館人員具備專業資格之情形，以及學校相關人士對高中圖書館人員任用之意見，藉此分析高中圖書館人員任用資格及職系的適切性，以提出高中圖書館人員任用及專業知能提昇上之建議。本研究對臺北市28所公立高中圖書館進行問卷調查，瞭解各校圖書館業務分組、人員專業資格與任用之現況；並透過訪談瞭解學校人員對高中圖書館專業人力配置、人員任用、學校職系規劃、職員輪調制度及專業知能提昇之看法。 研究結果顯示，高中圖書館人員之主要任務為支援教學及協助學習，甚具專業性；人力的專業性在圖書館之經營管理上具有顯著差異，而積極與熱忱的個人特質更是為圖書館人員深化服務之要素。為達成核心任務、健全教學資源中心發展，實應明訂高中圖書館之分組編制及配置圖書資訊專業人員，但法規制度的不夠周延造成目前高中圖書館仍嚴重缺乏專業人力配置，且分組受限、職務權責劃分亦造成資訊人力配置之現況難以深入支援教學資源中心之發展。在人員任用方面，學校主管認為圖書館組長及職員應比照主任，具有專業知能規範，且圖書館專門科目20學分提供了教師兼任圖書館工作者獲得專業知識及資格之重要途徑；高中學校需落實圖書資訊職系設立，且不宜參與學校一般行政人員之輪調，以期專才專用，發揮人才培育的價值。在提昇專業知能方面，繼續教育之型態未來可朝向數位課程發展，以突破人力不足及進修管道缺乏影響人員專業知能提昇之困境。 最後建議，為解決高中圖書人員任用困境，現階段紓解專業人力資源不足之可行方式如下：透過人力資源整合，集眾人之力使知識技能互補而多元；善用數位學習方式及適時搭配實體課程，提供多元圖書資訊進修管道，並鼓勵圖書館工作人員參與進修、組織學習社群，以提昇專業知能、促進專業成長。而更積極的作為是：加強與校長進行溝通，使其瞭解圖書館的功能與價值，以獲得校長對圖書館專業發展的支持；最重要的是能由法規政策進行專業資格制度、圖書資訊職系設立的落實，以獲得圖書資訊專業人力的資源；考量高中圖書館的專業發展，未來建立認證制度以作為專業能力的證明將有其必要性。 / The purpose of reserach is to discuss the librarian’s qualification of senior high school in Taipei city and the current school staff’s opinion on librarian appointment of senior high school, so as to analyize the qualification and job relevance of librarian of senior high school then to make suggestion on librarian appoinment and their professional knowledge improvement. The research implements questionnaries to libraries of twenty eight national senior high schools to realize the library grouping, staff ‘s professional qualification and the appointment of each school; meanwhile, through interviewing and investigating school staff’s opinion on human resource arrangemnt , employment, grade planning, personnel rotation system and professional knowledge improvement. The result shown librarian’s major task is to support teaching, help learning, which combines profession, the professions of human resource in the library management have significant difference and the positive and sincere individual personality is the factor that deepens the service of librarian. For achieving core task and completing the development of teaching resource center, to set up a professional personnel arrangement in the library is needed; however, the regulation is not complete which causes the insufficient professional staff arrangement in the senior high school library; moreover, the current arrangement of information human resource is not able to develop in the supporting learning resource center due to limited grouping and job responsibility division. From personnel appointment; currently, school staff think librarian director and the staff should follow the precedent of director to have professional knowledge; furthermore, the library specialized subject of 20 credits provides teachers who also work at library an important access to obtain professional knowledge and qualification; it is necessary to set up a library and information job system and which is not allowed to have job rotation so that specialized staff can elaborate their profession well and the value of human resource can be developed. In the part of enhancing professional knowledge, further education could be developed toward to digital courses so as to break through the difficulty of insufficient human resource and the access of further education. The classified results suggest, in order to resolve the problem of librarian appointment of senior high school; currently, the available method are as followings: from integration of human resource to combine the power of the general public which enables the knowledge skill to be more complementary and diversified; making the best of digital learning method and properly collocating with substantive course to provide diversified further education accesses of library and information and also to encourage librarian to participate in further study and learning group to enhance their professional knowledge and facilitate their professional growth. The more positive ways are: to strengthen the communication with the school principal to make him more understand the function and value of library then to obtain his support to develop the profession of library; the most significant is to carry out the profession system and job system of library and information so as to obtain the professional human resource of library and information; to consider the professional development of library and to set up a certification system for certificating the profession in the future would be necessary.

國民小學圖書館在缺乏人力、經費與技術支援的情況之下，圖書館自動化的發展明顯落後於其他類型的學校圖書館。為了改善此一現象，教育部自民國99學年度開始啟用「全國閱讀推動與圖書管理系統網」來協助中小學學校圖書館進行閱讀推動與圖書館自動化的實施。透過網路的連結，達成系統共建、資源共享的目標。 為了解「全國閱讀推動與圖書管理系統網」在國小圖書館實際使用的情況以及國小圖書館人員對該系統的接受情形，筆者以桃園縣公立小學圖書館為對象，藉由TAM科技接受模式修正版來評估使用者實際使用「全國閱讀推動與圖書管理系統網」的情形，並據此提出相關的建議。本研究以問卷調查法為主，訪談法為輔，以桃園縣188所公立小學圖書館的負責人為調查對象，透過問卷分析使用者對系統的認知情形與使用意願，並輔以訪談法蒐集使用者態度之後的原因來補充問卷資料的不足，以增加研究的正確性。 本研究調查發現「全國閱讀推動與圖書管理系統網」明顯的提升了國小圖書館實施自動化的比率，但由於使用者太多且集中在密集的時段使用系統，導致系統連線品質降低，影響系統的正常運作。教育訓練的不足與廠商服務的品質低落亦降低了使用者的滿意度。而「閱讀推動」的目標由於系統功能不符合學校實際推動閱讀的情境導致多數學校使用率偏低。研究者建議必須透過改善系統連線品質、加強教育訓練與提升服務品質來提升使用者的滿意度，達成系統建置的目標。 / Due to a lack of human resources, funding, and technical support for library automation, elementary school libraries have fallen much behind other types of school libraries in the development of library automation. To address this problem, Ministry of Education launched the “National Reading Promotion and Library Management System Website” in 2010. This system can assist elementary school libraries in promotion of reading and implementation of library automation. Its goal is to achieve co-construction of library systems and sharing of resources through the network. In order to understand the practical usage of the “National Reading Promotion and Library Management System Website” in elementary school libraries and acceptance of this website among librarians, this study investigated libraries of public elementary schools in Taoyuan County and applied the modified Technology Acceptance Model (TAM) to evaluate practical usage of this system. The methodology was based on survey and interview. The survey was administered to directors of 188 public elementary school libraries in Taoyuan County to understand users’ perceptions and usage intentions. The interview was conducted to explore factors behind user attitude, which could make up the insufficiency of survey data and increase the value of research findings. Results showed that the “National Reading Promotion and Library Management System Website” has significantly enhanced the percentage of library automation among elementary school libraries. However, the huge number of users of the system and their concentration of usage of the system in certain hours have resulted in a reduction of system connection quality, affecting the normal functioning of the system. Besides, insufficient education training and poor service quality of the system provider have also lowered user satisfaction with the system. With regard to “reading promotion”, the system’s functions are not conformed to the practical situations of reading promotion among elementary schools. As a result, the utility of these functions is low among most schools. Therefore, this study suggested that the authority concerned enhance user satisfaction and achieve the goals of the system by improving system connection quality, education training, and service quality first.

Beginnend mit dem Jahr 2005 haben die sächsischen Hochschulbibliotheken ein gemeinsames Projekt begonnen, dessen Ziel die Bereitstellung eines Bibliotheksportals im Internet für den Zugriff auf Bestände ....

Submitted by Andreia Silva (asribeiro2001@gmail.com) on 2015-06-19T15:09:37Z No. of bitstreams: 1 Andreia SAntos Ribeiro Silva.pdf: 1895644 bytes, checksum: c9ff0ebb9e6bc70828aa6d02da3629e2 (MD5) / Approved for entry into archive by Urania Araujo (urania@ufba.br) on 2015-10-01T18:49:23Z (GMT) No. of bitstreams: 1 Andreia SAntos Ribeiro Silva.pdf: 1895644 bytes, checksum: c9ff0ebb9e6bc70828aa6d02da3629e2 (MD5) / Made available in DSpace on 2015-10-01T18:49:23Z (GMT). No. of bitstreams: 1 Andreia SAntos Ribeiro Silva.pdf: 1895644 bytes, checksum: c9ff0ebb9e6bc70828aa6d02da3629e2 (MD5) / Este estudo trata de investigar as ações da biblioteca escolar no Instituto Federal da Bahia (IFBA) compreendendo o estímulo à pesquisa e o desenvolvimento da competência em informação. A pesquisa iniciou-se com uma questão central, a pesquisa escolar é uma atividade que deve ser orientada tanto por professores quanto por bibliotecários, que devem introduzir práticas de competência em informação no cotidiano das bibliotecas escolares formando no aluno as habilidades de localização da informação em vários suportes informacionais combinando essas informações em um texto coerente. Essa questão constituiu os seguintes objetivos específicos: 1) analisar as ações do bibliotecário e do professor no desenvolvimento de competências em informação para apoiar a pesquisa escolar nas bibliotecas do Instituto Federal da Bahia (IFBA); 2) descrever a competência informacional dos atores envolvidos no processo da pesquisa escolar, (professores, bibliotecários e alunos); 3) identificar e analisar as atividades desenvolvidas nessas bibliotecas escolares que promovam a competência em informação na pesquisa escolar. Utilizou-se a metodologia de estudo de caso, que é uma tentativa de abranger as características mais importantes do tema que estamos pesquisando. Os dados foram obtidos por meio da observação direta nas bibliotecas e questionários semiestruturados. Fizeram parte da amostra sete bibliotecários, 13 professores e 98 alunos do 4º ano do ensino médio dos cursos de Eletrotécnica, Eletromecânica e Técnico em Informática. A localização geográfica do IFBA é em todo território baiano e para este estudo foram selecionados os campi de Salvador, Simões Filho, Camaçari e Santo Amaro. A pesquisa traz como resultados a evidencia de que bibliotecários e professores trabalhando em conjunto podem oferecer oportunidades de aprendizagem para a competência em informação no processo da pesquisa escolar nas bibliotecas do Instituto e a falta dessa cooperação torna a biblioteca um lugar passivo dentro do contexto escolar. / ABSTRACT This study investigates the actions developed by scholar library of Instituto Federal da Bahia (IFBA) to stimulate research and the development of information literacy of students. The central issue of this research is that school research is an activity that must be oriented by teacher as well as by librarians, who must introduce practices of information literacy in daily of school libraries, potentiating students in skills and abilities to locate information in different formats, including the coherent reading of information. This issue constituted the following specifics objectives: 1) to analyses the actions of both librarian and teacher in the process of development information literacy to support school research in the libraries of Instituto Federal da Bahia (IFBA); 2. To describe the information literacy of actors involved in the process of school research (teachers, libraries and students); to identify and analyses the activities developed by these libraries that contribute to promote information literacy to school research. For this work was used case study as method, which is an attempt to include the most important characteristics of the subject of research. The process of data collecting was performed through direct observation in libraries of the scope of this work. It were also applied questionnaires for 7 librarians and 13 for teachers and 98 directed to students of the fourth year of Middle School of the courses of electronic, electromechanical and computer technician. The geographic location of IFBA is in the whole territory of Bahia state and for the scope of this study were selected the campus of Salvador, SimõesFilho, Camaçari and Santo Amaro. The research brought as evidence that the collaboration of both librarians and teachers can offer the opportunity of learning for information literacy in the process of scholar research in IFBA libraries. So, the lack of this cooperation leaves the library as passive space within the context of the school.

Orientador: Helen de Castro Silva / Banca: Bernadete dos Santos Campello / Banca: Paulo Sérgio Teixeira do Prado / Resumo: Esta pesquisa apresenta a Competência em Informação e o seu desenvolvimento como parte dos processos educacionais voltados à formação reflexiva, crítica e autônoma. Articula-se com a Cultura Escolar, por meio da qual se evidenciam efeitos e causas que dificultam o planejamento de programas que desenvolvam a Competência em Informação. Como objetivo geral, buscou-se avaliar um programa de Competência em Informação, baseado na obra de Carol Kulhthau, (2004), desenvolvido pela biblioteca do Colégio Militar de Campo Grande - MS. Os objetivos específicos são: a) apresentar o desenvolvimento da Competência em Informação no contexto do Colégio; b) exteriorizar os resultados do programa tendo como base a obra de Carol Kuhlthau; c) certifica-se da validade do portifólio como procedimento metodológico para a avaliação da Competência em Informação; d) averiguar o possível desenvolvimento dos indivíduos da pesquisa no que diz respeito ao acesso, uso e produção de conhecimento. Métodos de avaliação são analisados com o intuito de identificar as melhores práticas e procedimentos que fundamentem o processo avaliativo da Competência em Informação. Utilizou-se a pesquisa-ação, tendo como ambiente de pesquisa o colégio citado, e como participantes da pesquisa 20 educandos dos 6º e 7º anos, dos quais oito ingressaram no colégio por meio de concurso público e doze são amparados por serem filhos de militares da ativa. Como instrumento de pesquisa, optou-se pelo questionário, objetivando-se a identificação do nível de Competência em Informação do grupo em análise, que, posteriormente, participou de um programa para o desenvolvimento de Competência em Informação. Como resultado do programa, portfólios foram estruturados no desencadear das atividades propostas ao grupo, por meio dos quais se avaliaram habilidades e atitudes inerentes à Competência... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The research presents the Information Literacy and its development as a part of the educational processes related to the reflexive, critical and autonomous formation. It is linked to the School Culture, through which becomes evident the causes and effects that make difficult the planning of programs which develop the Information Literacy. As main goal, we tried to evaluate an Information Literacy program based on Carol Kuhlthau's work, (2004),developed by the Military School of Campo Grande - MS. The specific objectives are: a) present the development of Information Literacy in the context of the College; b) externalizing the results of the program based on the work of Carol Kuhlthau; c) make sure the validity of the portfolio as a methodological procedure for the evaluation Information Literacy; d) assess the possible development of research subjects with respect access, use and production of knowledge. Evaluation methods are analyzed aiming at the identification of the best practices and procedures which support the evaluative process of the Information Literacy .The actionresearch was used , having as research environment the school above mentioned and as subject-matter of the research, 20 students from the sixth and seventh years from which,8 entered the school through a public selection process and 12 are supported for being children of military personnel on active duty. As a research tool, we decided to use a questionnaire aiming at the identification of the Information Literacy level of the group which was being analised, the group took part of a program to the Information Literacy development .As a result of the program, portfolios were structured during the development of the activities proposed to the group through which it was possible to evaluate the abilities and attitudes inherent to the Information Literacy. The portfolios were constituted by an applied questionnaire... (Complete abstract click electronic access below) / Mestre

Submitted by RODRIGO BARBOSA DE PAULO null (rodrigodepaulo22@hotmail.com) on 2016-06-28T15:39:56Z No. of bitstreams: 1 Dissertação correção defesa 3 Helen.pdf: 7607850 bytes, checksum: fe409eb36e9f68b26401a7171c6a1989 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-06-29T18:15:44Z (GMT) No. of bitstreams: 1 paulo_rb_me_mar.pdf: 7607850 bytes, checksum: fe409eb36e9f68b26401a7171c6a1989 (MD5) / Made available in DSpace on 2016-06-29T18:15:44Z (GMT). No. of bitstreams: 1 paulo_rb_me_mar.pdf: 7607850 bytes, checksum: fe409eb36e9f68b26401a7171c6a1989 (MD5) Previous issue date: 2016-05-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O desenvolvimento da competência informacional se faz necessário desde os primeiros anos escolares, já que aprimora a capacidade de as pessoas usufruírem de um dos seus direitos humanos fundamentais, o acesso à informação. Delineando-se por estas perspectivas, este estudo tem como objetivo oferecer um panorama a respeito da inter-relação entre a Competência Informacional e o ensino fundamental e contribuir com referenciais norteadores que possam facilitar a adoção de postura reflexiva, crítica e inovadora em relação aos conteúdos decorrentes do acesso e uso da informação para a construção de conhecimento. A abordagem utilizada foi a pesquisa-ação, incluindo atividades de formação dos professores de duas escolas municipais da cidade de Marília ao longo de dezoito meses e tendo como técnicas de coleta de dados: entrevistas com os professores, a aplicação de questionários e análise de relatórios semanais dos professores a respeito das atividades realizadas em sala de aula. Os resultados demonstram que se tem muito a fazer, porém, pode-se perceber mudanças significativas no modo como os professores planejam, utilizam fontes de informação, desenvolvem pesquisa escolar com seus alunos e aplicam noções de normalização dos trabalhos. / The development of information literacy is needed from the earliest school years, as it enhances the ability of people take advantage of one of their fundamental human rights, access the information. outlining by these perspectives, this study aims to provide an overview about the inter-relationship between information literacy and primary education and contribute to guiding frameworks that would facilitate the adoption of reflexive posture, critical and innovative in relation to content resulting from access and use of information for the construction of knowledge. The approach used was action research, including training activities of two public school teachers in the city of Marilia over eighteen months and with the data collection techniques: interviews with teachers, questionnaires and reports analysis weekly teacher about the activities in the classroom. The results show that it has a lot to do, however, can be seen significant changes in the way teachers plan, using information sources, develop school research with their students and apply standards.

Submitted by FABIANA SALA (fabibuel@gmail.com) on 2018-05-25T19:02:54Z No. of bitstreams: 1 DisserataçãoFabianaSalaVersãoFinal.pdf: 9798591 bytes, checksum: ed71f3c80caf060e94744716ce57de06 (MD5) / Approved for entry into archive by ALESSANDRA KUBA OSHIRO ASSUNÇÃO (alessandra@fct.unesp.br) on 2018-05-25T19:43:23Z (GMT) No. of bitstreams: 1 sala_f_me_prud.pdf: 9565020 bytes, checksum: 1d1b0c53238ed9d53f1c5371ec89b4d0 (MD5) / Made available in DSpace on 2018-05-25T19:43:23Z (GMT). No. of bitstreams: 1 sala_f_me_prud.pdf: 9565020 bytes, checksum: 1d1b0c53238ed9d53f1c5371ec89b4d0 (MD5) Previous issue date: 2018-04-11 / Este texto dissertativo desenvolveu-se no interior da linha de pesquisa “Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública”, do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da UNESP/Campus de Presidente Prudente. Instituir políticas de leitura e biblioteca é fundamental para democratizar o acesso às fontes de informação, fomentar a leitura e contribuir para a formação de leitores competentes por meio de um processo dinâmico, permanente e contínuo. Inserir a biblioteca no processo de ensino é ofertar aos alunos a possibilidade de ampliar o conhecimento por meio dos diversos recursos e materiais disponíveis neste ambiente educacional. Para isto, é necessária a implementação de políticas públicas de formação de leitores, o que acreditamos ser a disposição de profissionais capacitados, criação de espaços apropriados ao trabalho, ampliação e manutenção dos acervos, não bastando apenas programas de compra e distribuição de livros. O atual Plano Nacional de Educação (PNE/2014) reconhece a importância das ações da biblioteca escolar e a sua relação com a qualidade da educação básica, considerando a biblioteca como importante equipamento de educação e cultura no ambiente escolar e recomenda a implementação das ações estabelecidas pelo Plano Nacional do Livro e Leitura (PNLL/2014). O PNLL propõe eixos e ações a serem atingidos a curto, médio e longo prazo pelos estados e municípios. Tais eixos e ações estão relacionados a criação de espaços e condições à execução de políticas públicas continuadas com vistas à garantia de acesso às formas mais verticais de informação pela sociedade para a promoção do conhecimento. Em atendimento a esta recomendação o município de Anhumas, localizado no interior do estado de São Paulo, elaborou o seu Plano Municipal do Livro e Leitura, sendo este um dos três municípios dos seiscentos e quarenta e cinco levantados em uma análise preliminar. Este estudo tem por objetivo analisar o processo de formulação e implementação do Plano Municipal do Livro Leitura e Literatura (PMLLL) do município de Anhumas-SP e assim contribuir às discussões sobre a formulação de políticas públicas locais de biblioteca escolar. Para tanto, a partir da abordagem qualitativa realizamos um estudo de caso em que nos dispomos da revisão bibliográfica sobre a temática em estudo, entrevista semiestruturada (com 8 sujeitos que participaram da elaboração/implementação do PMLLL), observação e análise de documentos. Afinal, a biblioteca escolar é um ambiente transdisciplinar, considerada por diversos autores como um instrumento pedagógico capaz de promover a construção de conhecimentos que serão utilizados de forma racional nas decisões que os alunos virão a tomar ao longo da vida. / This study was developed in the interior of the line of research "training of education professionals, educational policies and Public School", the Graduate Program in Education at the Faculty of Sciences and Technology of UNESP/Campus of Presidente Prudente. Establish policies for reading and library is fundamental to democratize access to sources of information, to promote the reading and contributing to the formation of readers authorities by means of a dynamic process, permanent and continuous. Enter the library in the process of teaching is to offer students the opportunity to expand the knowledge by means of the various resources and materials available in this educational environment. For this, it is necessary to implement public policies of formation of readers, what we believe to be the provision of skilled professionals, creation of appropriate spaces to work, expansion and maintenance of collections, not just programs for the purchase and distribution of books. The current National Education Plan (PNE/2014) recognizes the importance of the actions of the school library and its relationship with the quality of basic education, whereas the library as important equipment for education and culture in the school environment and recommends the implementation of the actions established by the National Plan of books and reading (PNLL/2014). The Pnll proposes priorities and actions to be achieved in the short, medium and long term by states and municipalities. Such priorities and actions are related to the creation of spaces and conditions the implementation of public policies continued with a view to ensuring access to forms more vertical information from the Society for the promotion of knowledge. n response to this recommendation the municipality of Anhumas, located in the interior of São Paulo state, drew up its Municipal Plan of books and reading, this being one of the three municipalities of six hundred and forty-five raised in a preliminary analysis. The objective of this study is to analyze the process of formulation and implementation of the Municipal Plan of the book reading and literature (PMLLL) of the municipality of Anhumas-SP and thereby contribute to the discussions on the formulation of local public policies of school library. For both, from the qualitative approach we conducted a case study in which we have the literature review on the topic in study, a semistructured interview (with 8 subjects who participated in the preparation/implementation of PMLLL), observation and analysis of documents. After all, the school library is a transdisciplinary environment, considered by many authors as a pedagogical tool capable of promoting the construction of knowledge which will be used in a rational way in decisions that students will take throughout life.

Esta pesquisa tem como objetivo empreender algumas reflexões concernentes às práticas de leitura de textos literários no ensino fundamental, no âmbito de um programa de enriquecimento curricular da SEE -SP, a HORA DA LEITURA. Visamos compreender o por que o professor de Língua Portuguesa sente dificuldade em realizar uma prática de leitura de textos literários sob uma perspectiva mais lúdica e prazerosa. A justificativa para esse trabalho repousa na constatação de que as práticas de leitura delineadas em sala de aula têm sido apontadas como co-responsáveis pelos déficits diagnosticados nos exames de avaliações oficiais, como o SAEB e o PISA, e pelo afastamento da criança da literatura. A escola, instituição privilegiada para o desenvolvimento do gosto pela leitura literária, acaba, paradoxalmente, inviabilizando uma formação leitora compatível com as competências que é preciso desenvolver para fruir satisfatoriamente o texto literário, por meio de práticas descontextualizadas, não-estimulantes, que não buscam a fruição textual. Como fundamentação, discutimos a especificidade do texto literário e a importância da literatura na formação integral do homem e no desenvolvimento de um comportamento leitor (Cândido, 1972, 1995; Coelho, 2000; Eco, 2003). Em função disto, destacamos, também, no âmbito escolar, a necessidade de se abordar o texto literário sob uma perspectiva diferenciada, segundo a qual a ludicidade e o prazer se façam presentes (Geraldi, 2006; Semeghini- Siqueira, 1994, 2006), e o papel do professor-mediador na elaboração de práticas significativas de leitura (Lajolo, 1993; Zilberman, 2003). Da mesma forma, ressaltamos a relevância da constituição adequada de espaços de leitura, como a biblioteca escolar, para um trabalho significativo com a leitura. Para tanto, empreendemos estudos baseados em Macedo (2005), Silva (1993) e Soares (2001). Participaram desta pesquisa 34 professores da HORA DA LEITURA que faziam parte de uma mesma Diretoria de Ensino, e aos quais foram aplicados questionários. Entre esses professores, foi escolhida uma professora, em cuja sala realizamos uma pesquisa de cunho etnográfico, observando de forma sistemática como eram realizadas as práticas de leitura de textos literários na sala de aula e na biblioteca escolar. Os resultados obtidos indicam que a dificuldade do professor de Língua Portuguesa, em implementar uma prática diferenciada advém de uma série de fatores intrínsecos e extrínsecos à escola, a saber: o educador está habituado a cultivar crenças já arraigadas em nossa sociedade, segundo as quais as crianças não gostam de ler, especialmente os clássicos; limitado por uma formação inicial e contínua deficiente, e, também, por uma vivência insuficiente com a leitura, o professor tem demonstrado, em sua prática pedagógica, as implicações metodológicas das suas concepções, por meio da escolha das obras trabalhadas, do ambiente criado para leitura e da abordagem realizada, que não possibilitam à criança criar uma intimidade maior com os livros e a leitura. Além disso, consideramos que um entrave encontrado no interior das escolas é já endêmico em nosso país: a falta de recursos físicos e humanos, principalmente nos espaços propícios para a leitura, como a biblioteca escolar, dificulta, sobremaneira, um trabalho de cunho lúdico-artístico com o texto literário. Ademais, observamos que o professor enfrenta uma resistência velada dos alunos ao abordar a obra literária, já que os educandos do século XXI, face às grandes transformações sociais, tecnológicas e culturais, têm construído uma nova relação com a leitura e a literatura. Detectamos, ainda, no que se refere à formação continuada dos professores, os complexos caminhos percorridos entre a idealização dos projetos criados pelas políticas públicas e sua efetivação em sala de aula. Em decorrência disto, destacamos a descontinuidade dos cursos de formação continuada e os entraves vivenciados pelos professores em suas escolas, como a falta de espaço e tempo para uma reflexão sobre suas práticas. / The purpose of this research is to undertake some reflections concerning the reading practice of literary texts in the Brazilian Elementary and Middle School (\"Ensino Fundamental\") within the scope of a curriculum enrichment program of the São Paulo State Secretary of Education (SEE-SP), called \"HORA DA LEITURA\" (TIME FOR READING). Our aim is to understand why the Portuguese Language teacher feels it very difficult to conduct a reading practice of literary texts under a more ludic and pleasant perspective. The justification for this work lies on the discovery that the reading practices performed in classroom have been appointed as co-responsible for deficiencies diagnosed in official assessment tests, such as the National System for Assessment of Basic Education (SAEB) and the Program for International Student Assessment (PISA), and for the child\'s retreat from literature. The school, a privileged institution for developing the taste for literary reading, eventually and paradoxically makes it unviable to acquire reading education compatible with the competencies it is necessary to develop in order to enjoy the literary text satisfactorily, by using out-of-context and non-exciting practices that do not look for the text fruition. To establish our grounds, we discuss the specificity of the literary text and the importance of literature in the complete education of man and in the development of a reading behavior (Cândido, 1972, 1995; Coelho, 2000; Eco, 2003). In connection therewith, we also point out, within the scope of school, the need of addressing the literary text under a differentiated perspective, in which playfulness and pleasure are present (Geraldi, 2006; Semeghini-Siqueira, 1994, 2006), and the teacher-mediator\'s role in preparing significant reading practices (Lajolo, 1993; Zilberman, 2003). In the same way, we point out the relevance of properly organizing reading spaces, such as the school library, for a significant work with reading . For such purpose, we have undertaken studies based on Macedo (2005), Silva (1993) and Soares (2001). This research had the participation of 34 teachers of the TIME FOR READING program who were part of the same Teaching Board, and to whom questionnaires were administered. Among these teachers, a woman teacher was chosen in whose classroom we performed a research of ethnographic nature, observing on systematic basis how the reading practices of literary texts were conducted in classroom and in the school library. The results achieved indicate that the difficulty of the Portuguese Language teacher to implement a differentiated practice results from a series of factors intrinsic and extrinsic to school, to wit: the educator is used to cultivating beliefs already deeply rooted in our society, according to which children do not like reading, particularly the classics and, limited by a deficient initial and continuous education and also by insufficient reading experience, this educator has been showing, in his pedagogical practice, the methodological implications of such concepts, through the works selected for study, the environment created for reading and the approach made, which do not enable the child to create a greater intimacy with the books and the reading. In addition, we consider that an obstacle found inside the schools and already endemic in our country, which is the lack of physical and human resources, primarily in spaces adequate for reading, such as the school library, makes it overly difficult to perform a work of ludic-artistic nature with the literary text. Additionally, we have noticed that the teacher faces a veiled resistance from children when addressing literary work, since students of the 21st Century, in view of the great social, technological and cultural transformations, have been building a new relationship with reading and literature. We have further detected, as regards the teachers\' continuing education, the complex paths taken between the idealization of projects created by public policies and the consummation thereof in classroom. As a result, we highlight the discontinuity of continuous education courses and the obstacles experienced by teachers in their schools, such as the lack of room and time for a reflection on their practices.