POLICIES OF PUBLIC LIBRARIES AND THE NATIONAL BOOK INSTITUTE: exploratory analysis based on History and Theory of Brazilian Education

Abstract

It performs an exploratory analysis of the historical relations between public policies for the promotion of libraries and the History and Theory of Brazilian Education, in order to propose a broader view of development of librarianship in Brazil. It uses qualitative bibliographical research, taking as the initial object of research the National Book Institute (INL), a founding framework for the elaboration of public policies for access to books and reading in the country. It discusses the main changes in education between the 1930s and 1990s, comparing them to INL's work. It indicates the relationship between the five phases of INL history and the five phases of Brazilian pedagogy cited in the literature, namely: INL phases: a) 1937-1945: creation and consolidation; b) 1946-1960: increase in editorial activities; b) 1961-1970: cultural action and national security; d) 1971-1986: ideology of planning; e) 1987-1990: towards political information; Phases of the History of Brazilian Education: a) 1932-1947: balance between traditional pedagogy and New School; b) 1947-1961: predominance of New School; c) 1961-1969: crisis of the New School and articulation of technical pedagogy; d) 1969-1980: technical pedagogy, analytical conception and critical-reproductive view; e) 1980-1991: counter-hegemonic pedagogy. It aims to the possibility of conducting research on the relations between the various institutions and policies to promote reading in relation to Brazilian federal educational policies.