As bibliotecas escolares e o regime de informação

gestão do conhecimento e os desafios da inclusão digital

Abstract

This theoretical essay is characterized by the fusion of the subjectivity and objectivity of the theme. It addresses the essence of school libraries within the context of the information regime and information policy in the organization and management of these libraries. It seeks to answer the following guiding question: How can school libraries act as effective centers of knowledge access, integrating informational and educational practices within the school environment? The study aims to analyze the responsibility of school libraries as vital points for the dissemination of knowledge and educational and informational practices in the school context. This is a theoretical-exploratory-descriptive study with a qualitative approach to the data. It shows that, in this scenario, understanding the information regime is essential to comprehend the dynamics of power and ideological disputes that affect knowledge management and to face the challenges of digital inclusion, highlighting the urgent need for policies that ensure equitable access to technologies. It considers that school libraries play a fundamental role in forming critical and informed citizens. In this context, they become agents of social transformation, promoting equity in access to information and contributing to the development of a more just and well-informed society. It concludes that investing in school libraries is essential to ensure they fulfill their vital role in strengthening the social fabric of educational centers, transforming students into critical and informed citizens. These institutions not only provide access to knowledge but also promote the development of essential skills for navigating an ever-evolving digital world.

Keywords: school  libraries; information regime; digital inclusion.