Call for Papers n.23 v.1 2025
Thematic Section:
School Libraries and Reading in Brazil
In 2010, Law No. 12,244 was enacted, which provides for the universalization of school libraries in Brazil. However, approximately 15 years after its enactment, there have been difficulties in enforcing the law. According to the report “Libraries in Public Schools in Brazil: data from the 2022 school census”, carried out by the Association of Members of the Brazilian Courts of Auditors, only 31% of Brazilian schools have libraries, while the vast majority, 69%, do not (Libraries, 2022, p.2). In addition, the report highlights the inequality between the educational stages, since only 18% of public schools for early childhood education, 34% of primary schools and 68% of high schools have a library (ibid).
This very adverse picture is corroborated by other statistics. For example, the Functional Illiteracy Indicator indicates that only 12% of the Brazilian population are proficient readers (Inaf, 2018, n.p.), that is, individuals who write more complex texts, give opinions on the author's positioning or style, and interpret tables and graphs. These are essential skills for making inferences, having a critical position, and having a real understanding of a (con)text. Furthermore, the 6th edition of the Retratos da Leitura no Brasil survey (2024, p.15) indicated that 53% of the people interviewed had not read at least one fragment of a book in the previous three months, the worst result since 2007. The survey also indicates a reduction in the percentage of readers in most age groups between 2019 and 2024 (Retratos, 2024, p.19).
In view of the need to ensure compliance with Law 12.244 (2010), Law 14.837 (2024) was enacted, reformulating some sections of the previous law and establishing the National School Library System (SNBE). Among its attributions, the SNBE aims to “encourage the implementation of school libraries in all educational institutions in the country” (Brazil, 2024). In addition, the law reiterates the role of the librarian in the universalization of school libraries, although it does not make clear exactly what their role is in the SNBE or in school libraries. This is a crucial issue, considering that the librarian is the professional qualified to devise strategies to promote reading and access to the library. In this sense, it is worth noting that only 46% of public school libraries have a librarian (Bibliotecas, 2022, p.2). In addition, most people (85%) read at home, while only 14% read in libraries in general, with 11% reading in school or university libraries (Retratos, 2024, p. 49). Clearly, the statistics indicate that more school libraries are needed and that they need to improve their relationship with their communities. In response to this adverse statistical picture, we can quote Castrillón when she defends the role of schools as promoters of literacy and inclusion in literate culture, and of libraries as guarantors of free access to texts. For Castrillón, “firstly, most efforts should be directed towards education and, secondly, libraries are the means for democratizing access, provided that important transformations are also produced within them” (2023, p. 22). Among the actions indicated by Castrillón are improving teacher training through long-term programs that allow the appropriation of theory from daily practice, equipping schools with a broad collection beyond textbooks, including reading time as part of the school routine, and thinking about libraries based on the desires of the communities themselves (ibid, p.25).
Therefore, this thematic section will welcome research that investigates reading habits in Brazil or in its regions, that reports experiences of promoting reading in a school/university context, that addresses the specificities of public school/university libraries in the country, that discusses the political and social implications of the lack of access and interest in reading, that addresses teacher training focused on promoting reading, among others. The articles will be received in a continuous flow throughout 2025.
It is important to note that the journal continues to receive articles on other themes in a continuous flow, within its scope, to be published in the same issue in a non-thematic section. The magazine also receives reviews of books published in the last 5 years.
Prof. Dr. Olegario da Costa Maya Neto
UEMS Campo Grande
