This work presents, shares and discusses some of the outcomes of the research carried out in partnership with Unesco, in the years 2005/2006, focussing the School Library National Program (PNBE) developed by the Office of Basic Education (SEB), at the Brazilian Ministry of Education (MEC). By means of a statistical sample, the research attempted to reveal the teachers', the students', the school principals' and the Brazilian public school communities' representations of book, reading, writing and library. The Brazilian public schools participating in the research were those responsible for the reception of individual and group collections of books, within the scope of the Program. The investigation consisted of a diagnostic assessment focussed on the execution of the PNBE, which since 1998 has centered its activities mainly on the distribution of literary works to the public schools. The work offers a number of conclusions related to the impacts on the pedagogical and educational practices, which have been observed in connection with the official policies of book distribution, as well as the various ways in which such policies are assumed and implemented by several of the school agents involved in the process.
school library; reading book; literary reading
