MEDIATION OF READING IN ALTERNATIVE SPACES:CHALLENGES AND POSSIBILITIES IN PUBLIC SCHOOLS IN CATARINENSE

Abstract

Reading is one of the main instruments for the critical, social, and intellectual development of students, and school is a fundamental space for the development of this practice. However, many Brazilian public schools face difficulties related to the lack of structured school libraries and specialized professionals, compromising the effectiveness of actions to encourage reading. In this context, alternative reading spaces have emerged as strategies to broaden students' access to books and maintain reading practices in the school environment. Given this reality, this article aimed to analyze reading mediation in alternative spaces, discussing its challenges and possibilities in a public school in Santa Catarina. Methodologically, this is a bibliographic research, with a qualitative and descriptive approach, developed from the analysis of books, scientific articles, and official documents related to the school library, reading mediation, and reader development. The results showed that the school library continues to be the most suitable space for the development of reading practices, provided it has infrastructure, a diverse collection, and qualified professionals. It was also found that alternative spaces represent important initiatives to stimulate reading, especially in schools that do not have fully structured libraries. However, these initiatives have limitations regarding continuity, organization, and pedagogical mediation when they are not incorporated into institutional planning. It is concluded that alternative spaces contribute to strengthening reading culture, but do not replace the educational function of the school library. Thus, it becomes necessary to increase investments in public policies that guarantee better operating conditions for libraries and value the professionals responsible for mediating reading.