Transformando a biblioteca escolar: abordagens para um ambiente de aprendizado crítico e acessível

Abstract

This study investigates the school library as a strategic space for information mediation and the promotion of educational inclusion. Considering the increasing enrollment of students with Special Education needs in mainstream classes, it analyzes the applicability of active methodologies as strategies for information mediation, guided by the Universal Design for Learning (UDL) principles, aiming to foster accessibility, student agency, and information appropriation. The qualitative, exploratory-descriptive, and applied research employed bibliographic and documental research, semi-structured interviews, and observations in two school libraries. Content analysis followed UDL-based categories: engagement, representation, and action/expression. Results highlight physical, informational, and attitudinal barriers, alongside intuitive practices aligned with UDL, emphasizing the librarian’s role as a pedagogical mediator and promoter of information literacy and critical thinking. Based on these findings, guidelines are proposed for implementing inclusive services, reinforcing the school library as a space for active, interactive, and equitable learning.