A representação da literatura infantojuvenil em sistemas de organização do conhecimento: abordagem cognitiva no contexto ensino-aprendizagem em bibliotecas escolares no Brasil

Abstract

This work investigates teaching-learning parameters in order to obtain subsidies for the representation of children's literature in school libraries. For this, it presents theories of cognitive development of the child of Jean Piaget, Lev Vygotsky and Gestalt Theory, focusing on the child's perception of the world and learning during childhood. It points out its relations with Education, an important theme in the school library. Shows a brief historical and social context of school libraries in Brazil, since its inception until the implementation of the School Library Universalization Law, including its definition and task according to the IFLA / Unesco Guidelines. In this context, it exposes an evolution of the children’s literature, besides discussing Peter Hunt's critical literary theory and its relation with reading mediation and information literacy. Defines information literacy and shows examples of programs about the usage of the school library, including its educational role. It presents definitions and examples of knowledge organization systems, focusing on the retrieval, access and use of information for children. It seeks to identify elements of the classification process for the representation of children's literature through the analysis of general, specialized and specific classifications in use in school libraries in Brazil. It presents a methodological proposal for the research, which highlights the compiled criteria of Langridge and Zeng for the analysis of the knowledge organization systems used in school libraries in Brazil aiming at the representation of the children's literature. Points out the relationships between cognitive development theories and the representation of children's literature in school libraries with the possible contributions to information literacy.