School library and collaborative work relations: mediation and cultural appropriation in the educational environment

Abstract

In the current context, sealed by the sharing and dissemination of instant information, the relations of cultural mediation and ownership are to be seen as a core competence to the educational process of subjects. In this scenario, the collaborative work reinforces the need to review actions that aim to provide only the information access and proposes to consider alternatives that will contribute to the development of formative practices that stimulate the construction of critical awareness and citizen. The article presents theoretical contributions and discussions in relation to the process of mediation and cultural appropriation in the context of the school library and of actions and services that can be developed in a collaborative manner by professionals who act. We used the scientific method to the study of literature and exploratory nature in the context of the theme under study. The results indicate that collaborative work relationships around the mediation process and cultural appropriation in the environment of the school library is a theme that involves little discussion in the area of Information Science. Therefore, needs to be better discussed, since the current context literacy requires a new attitude of the librarian, who needs to be more proactive in their working relationships with the educational community. As final considerations is that, to propose a discussion on the process of mediation and cultural appropriation in school libraries, it is important to reflect on their responsibility in working collaborative actions in the context of the teaching-learning process. While formative environment, we cannot fail to consider the question of ownership and the need to offer products and processes which communicate with the sociocultural context of the educational community and its informational needs.