The influence of literary reading and public policies on the professional training and performance of school librarians: a comparative study between Brazil and Colombia

Abstract

This study investigates the training of school librarians in public universities in São Paulo (Brazil) and Antioquia (Colombia), highlighting essential competencies to promote literary reading and understand the impact of public policies on their performance. Recognizing the importance of comprehensive training, including technical and pedagogical knowledge, the research aims to analyze the competencies of these professionals in these regions, considering the influence of literary reading and public policies. The study is justified by the need for adjustments in Library Science curricula, emphasizing the role of school libraries in promoting equal access to information and culture. It contributes to improving the reality of librarians in São Paulo, Brazil, and Antioquia, Colombia, addressing the demands of their academic communities.Using qualitative methods such as content analysis, literature review, and semi-structured interviews, the research seeks to capture the perceptions and views of school librarians, aiming to enhance the educational process for these professionals. The study highlights challenges in the training of school librarians in Brazil, emphasizing the need for an integrated approach, requiring technical and emotional competencies, knowledge of public policies, and a focus on promoting reading. In Colombia, the emphasis is on the training of the "teacher-librarian" with a pedagogical focus and integration of the library into the educational system. It is concluded that a more holistic and integrated training is crucial to address the evolving challenges in this professional field, especially in Brazil.