Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e12478
Tocantinópolis/Brasil
v. 6
e12478
10.20873/uft.rbec.e12478
2021
ISSN: 2525-4863
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Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
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Impacts and changes caused by the Covid-19 pandemic in
librarianship: the rural school library scenario
Daniela Carla de Oliveira
1
, Leilah Santiago Bufrem
2
, Marcos Gehrke
3
1
Secretaria de Estado da Educação do Paraná. Avenida Água Verde, 2140, Vila Isabel. Curitiba - PR. Brasil.
2
Universidade
Federal do Paraná - UFPR.
3
Universidade Estadual do Centro-Oeste do Paraná - UNICENTRO.
Author for correspondence: dani.lela.com@gmail.com
ABSTRACT. This article presents data on the impacts and
changes caused by the Covid-19 pandemic on librarianship
within the context of rural school libraries. We understand the
work in libraries as a special activity that is only valued if
contextualized. Thus, we question the role of the library and the
librarian practices in the current pandemic scenario with the
purpose of updating the debate on librarianship in rural schools.
To this end, we conducted a bibliographic and exploratory field
research mediated by the application of a questionnaire. We
conclude by highlighting the precarious situation that prevents
actions and activities to encourage reading and the
dissemination of pedagogical resources to support school and
school-community libraries.
Keywords: rural school library, pandemic, librarian.
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
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Impactos e mudanças causados pela pandemia de Covid-
19 no fazer da biblioteconomia: cenário da biblioteca
escolar do campo
RESUMO. Este artigo apresenta dados sobre o impacto e as
mudanças causadas pela Pandemia de Covid-19 no fazer da
biblioteconomia, no cenário da biblioteca escolar do campo.
Apresenta o trabalho em bibliotecas como um fazer especial,
cujo sentido só é valorizado se contextualizado. Questiona o
papel da biblioteca e das práticas bibliotecárias na atual
conjuntura, com o cenário da pandemia de Covid-19. Objetiva
atualizar o debate sobre o fazer bibliotecário em Escolas do
Campo na conjuntura da pandemia. Faz uso de pesquisa
bibliográfica e exploratória em campo, mediada pela aplicação
de questionário aos responsáveis pelas bibliotecas. Conclui
apontando a situação de precariedade, impeditiva de ações e
atividades de incentivo à leitura e disseminação de recursos
pedagógicos de apoio às bibliotecas escolares e escolares-
comunitárias.
Palavras-chave: biblioteca escolar do campo, pandemia,
bibliotecário.
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
Tocantinópolis/Brasil
v. 6
e12478
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2021
ISSN: 2525-4863
3
Impactos y cambios causados por la pandemia de Covid-19
en el hacer de la biblioteconomía: escenario de la
biblioteca escolar del campo
RESUMEN. Este artículo presenta datos sobre el impacto y los
cambios causados por la Pandemia de Covid-19 en el hacer de la
biblioteconomía, en el escenario de la biblioteca escolar del
campo. Coyuntura el trabajo en bibliotecas como un hacer
especial, cuyo sentido solo es valorado si contextualizado.
Cuestiona el papel de la biblioteca y de las prácticas
bibliotecarias, en la actual coyuntura, con el escenario de la
pandemia de Covid-19. Objetiva actualizar el debate sobre el
hacer bibliotecario en escuelas del campo en la coyuntura de la
pandemia. Hace uso de investigación bibliográfica y
exploratoria en campo, mediada por la aplicación de
cuestionario. Concluye apuntando la situación de precariedad,
impeditiva de acciones y actividades de incentivo a la lectura y
diseminación de recursos pedagógicos de apoyo a las bibliotecas
escolares y escolares-comunitarias.
Palabras clave: biblioteca escolar del campo, pandemia,
bibliotecario.
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
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Introduction
Library work is a unique practice
whose meaning is only valued when
contextualized. Consequently, it becomes a
praxis of political act, recognized through
its transformative power and the meaning
of these transformations to the specificities
of each context. Although librarianship
i
is
characteristic of librarians, it transforms
and transgresses into the practices of
several other actors, such as teachers,
activists, students, reading agents, and
other professionals who still believe in the
contemporary relevance of the library to a
humane education.
Specifically in the case of the Work
School Libraries (WSL) located in rural
schools (Caldart et al., 2012), which are
understood as spaces for production,
ordering and circulation of information,
knowledge, and rural culture, the meaning
of this praxis emerges from the encounter
between work and the unique
contradictions of the rural context.
Whether because of the absence,
inadequacy, or isolation of the libraries,
their distance from the cities, or the
precarious access to books and
librarianship, these contradictions stem
from the absence of public policies aiming
at the production and publication of local
knowledge, as well as from the lack of
professionals able to occupy these spaces
and the limitations on the teaching of
readers due to the inadequacy of library
collections, locations, and specialized
services. All these circumstances restrict
the minimally conducive conditions to the
development of a taste for reading in the
students, which is related to "cultural and
intellectual experiences, the insertion of
the individual in a universe of complex
relationships" (Britto, 2009, p. 26).
Ten years (2012) after our first visit
to school libraries (SL) in encampments
and settlements of the Brazilian Landless
Workers Movement (MST), we
participated in a lecture on the possibilities
of librarianship in the face of the impacts
and changes caused by the Covid-19
pandemic in rural school libraries. Based
on this debate, we revisited the impressions
and data gathered in 2012.
To this end, we used guiding
questions for reflection as a research
method, which prompted this study
proposal. The questions included: what is
the role of the library and library practices
in the current situation? Are these practices
being carried out? Who develops the
activities, or, what is the profile of those
who work in the libraries? In the case of
the Paraná State Secretariat of Education
and Sports
ii
(SEED), what is the state's
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
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position on these activities from 2020 to
2021?
Afterward, we conducted a
bibliographic research on various sources
to provide theoretical support for the study
and applied a questionnaire to those
responsible for rural schools located in the
Agrarian Reform settlements. Four
questions were asked based on the study
proposal: what has been happening to SLs
in the pandemic scenario? Has the state
instructed school principals? If it has been
working on something, what practices has
your school proposed and developed using
books? Who has worked in the rural SL
during this period and what is the profile of
this professional?
In this study, we aimed to analyze
the impacts and changes caused by the
Covid-19 pandemic in the librarianship of
rural schools and identify the profile of
those who work there. Thus, this study
articulates the path taken in previous
research, provides an update to the period
after the questionnaire application in the
rural schools, and materializes the
reflections from the lectures carried out
and the collaborative writing of this text.
It is organized into three sections.
Firstly, we address the exploratory study
that brought us closer to libraries in rural
contexts (2012). In the second section, we
reflect on librarianship in the context of
rural schools. In the third, we analyze the
questionnaire data and the context of the
pandemic in the current situation of the
rural SLs. We conclude with the final
considerations and references.
Exploratory study: research in the rural
context
To carry out their exploratory
studies, Gehrke and Oliveira (2012), then
doctoral students of the Graduate Program
in Education at the Federal University of
Paraná (UFPR), traveled to Cascavel and
Rio Bonito do Iguaçu, in Paraná state, to
visit the rural schools located in the
settlements and encampments from the
MST's Agrarian Reform.
By retaking this path, we evoke the
memories of the field, our journey, the
ones who fight for the school, and the rural
SLs and their facilities, some of which
were improvised and limited by structural
conditions and lack of specialized staff.
We gradually recognized this scenario due
to the efforts of Gehrke (2014), whose
four-year work stimulated knowledge,
adoption of both modes of organization
and use of collections, creative practices,
and the transformation of attitudes towards
libraries, reading, and writing processes.
Thus, this deliberate action gradually had
its results recognized and expanded – the
main results being the two theses defended,
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
Tocantinópolis/Brasil
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respectively, by Gehrke (2014) and
Oliveira (2014).
Gehrke's thesis (2014) analyzes the
SLs of the Paraná State's Rural Education
network in relation to the context of the
Rural Education Movement (Caldart et al.,
2012) through a case study that uses
context and content analysis. The author
addresses the contradictions perceived in
this scenario and defends that writing is a
way of fighting and working.
He recognizes the advance of
information science and the improvement
of systems related to it, emphasizing,
among other media resources, educational
technologies and electronic books.
Furthermore, his thesis points to
possibilities for the SLs in the context of
rural education, as well as for the
development both in school and WSLs of
organic intellectuals – readers and writers
–, which emerge, according to Gramsci
(1984), from the process of development of
the social class they are connected. It also
contributes to the praxis in order to
transform the rural SL into rural WSL;
aims to understand the relationship
between the context of rural education,
public policies, and the production of the
library collection originated from this
conflict (1998 to 2013); characterizes the
SLs of Paraná, their physical and political
space, their library collections, and the
work of their actors; conceives educational
guidelines for the actors who work in the
WSL; and suggests principles for the WSL
production. The author ordered the
bibliography using the Brapci, Capes,
Unicamp, and Unespar databases and
organized his thesis into theoretical
categories: SL, WSL, Rural Education,
Culture, Knowledge, Collective
Organization, and Work.
Empirically, he produced data from
the analyzed documents that stemmed from
the Rural Education Movement (1998 to
2013) and initiated, based on the inventory
created, a critical elaboration on reality or,
in other words, the product of the historical
process developed until now (Gramsci,
1984, p. 12). His study identifies a growing
investment in research and public policies
both in information science and the
production of information technologies,
contrasting with the frequent
marginalization of the educational field.
In addition, Gehrke (2014) addresses
the advances in the formulation of policies
and legislation on books and SLs, but also
identifies contradictions in their
implementation, emphasizing the lack of
universal access to Paraná’s public
school’s libraries, as provided by Law No.
12,244 from May 24, 2010 (Brasil, 2010).
He argues that the contributions of
social movements – especially the MST –
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
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and the production of an organized library
collection in rural schools provide
considerable contributions to the
prominence of the WSLs, among which
stand out the praxis of collective writing
led by the subjects of struggle, processes of
systematization of experiences, publication
and circulation of the produced documents,
and writing of various discourse genres.
His thesis highlights unfavorable
elements to the praxis in the SLs and,
simultaneously, enables creation and
transgression, revealing the need to build
the SL within its reality and in a feasible
conjuncture. To achieve this goal, the
engagement of all the educational
community members is necessary, even if
it is low, as well as a possible and
appropriate organization of the SL through
adequate and pertinent planning and its
establishment as a permanent issue for
both rural and educational social
movements. Gehrke's (2014) thesis played
a transformative role that highlighted
the impact of such studies and, therefore,
their relevance to the praxis in rural SLs.
Oliveira's thesis (2014), in turn, is
based on an exploratory study carried out
in rural schools of Paraná's MST
encampments. The author applied two
questionnaires – one to pedagogical
coordinators of MST’s Itinerant Schools
and the other to educators who teach the
final years of primary and secondary
education –, totaling nine schools and 40
participants.
Developed between 2011 and 2014,
the study identified the Itinerant Schools'
conceptions and reading practices that
were transferred to the encampment, as
well as the reading practices of the
encampment that were transferred to the
schools, demonstrating that the cultural
reading practices are interrelated within
this territory. Oliveira focused on the
relationships established at schools and in
the MST encampment that stemmed from
reading, revealing – in a historical rescue
of the Itinerant Schools' political and
pedagogical aspects – a fighting process on
behalf of schooling and education, the
political-pedagogical organization, and the
implementation of the Human Formation
Cycles and the Study Complexes.
Moreover, she analyzes conceptions
and strategies on reading, the library, and
its collection, proposing an understanding
of the Itinerant School's reading process
through four categories: the educator and
their relationship with reading; the training
of educators on reading encouragement;
the occurrence conditions of reading
practices; and the meaning of reading both
in the school and the encampment. The
two theses converge on the construction of
school knowledge and practices,
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
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emphasizing the reading practices in
school and library contexts.
Therefore, based on the social
practices carried out in the daily life of this
social movement, we deduce that the
construction of knowledge and school
practices, such as the practice of reading
and writing, occurs in an environment
surrounded by social, political, and
economic uncertainties and pressures. As
Gehrke and Oliveira observed, this is
confirmed by the social practices of the
struggle for land, education, and schooling
that occur in the MST's daily life, as we
will demonstrate in the following section.
Librarianships: from the worker and
their profile to the practices in the rural
school library
We understand that the library is a
social and human construction driven by
labor (Marx & Engels, 1986). Work modes
performed in the SL – that is, librarianship
or praxis (Freire, 1987) – are concepts that
support our perspective of construction and
fight for the SL within the rural context
(Caldart et al., 2012). According to our
study, a set of actors participate as workers
in the SL scenario: "specific professional",
"librarian", "reading agent", "secretary",
"library attendant", "person in charge",
"employee", "pedagogue", "principal",
"teacher", "readapted teacher",
"educational agent", "volunteer worker".
Article 3 of Law No. 12,244 from
May 24, 2010, which provides for
universal access to libraries, states that "the
country's education systems shall develop
progressive efforts so that the universal
access to SLs, under the terms set forth in
this Law, be accomplished within a
maximum period of ten years, respecting
the Librarian profession" (Brasil, 2010).
This deadline has not been met,
which, according to Pereira (2018), results
from the lack of actions aimed at its
fulfillment, schools' infrastructure, and
professionals contributing to the creation
of the SLs and their effective management.
Although the author observed well-
founded ideas regarding the role of
libraries at schools, especially in relation to
the reading and literacy process, he did not
identify political support for their
implementation.
Both the empirical data and the
legislation prove that teachers are hired to
work in the classroom; pedagogues and
principals to work with pedagogical and
administrative management, respectively,
and all other professionals to exercise
specific activities. Thus, we question: why
does the state of Paraná not hire
professionals to work in public SLs?
Would the actors present in the school
library today have the political-technical
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
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expertise to perform this function? Is there
no legislation on this issue?
In this regard, we verified that, after
the deployment of the Public-School
Libraries Network System (Paraná, 2011),
SEED’s Resolution 4,534/2012,
determined the use of Pergamum software
for this proceeding in order to computerize
and integrate the library collections. SEED
selected 500 schools to participate in a
pilot project, which aimed to deploy the
system and establish a demand for hiring
reading agents for all the SLs' shifts
(Paraná, 2011). According to the
document, the reading agent must present
reading skills and taste for reading, be a
school staff member, such as an
administrative agent or readapted teacher,
and participate in the program's training.
The SEED website announced three
training courses in 2012, after which
nothing was offered to comply with the
Resolution. The system deployment was
then abandoned without any explanation to
the schools. In order to verify if there was
any attempt between 2013 and 2021 to
restart the debate on the SLs and SEED,
we consulted the "Teacher's Channel"
(2020), an online tool that aims to promote
dialogue, experience exchange, and the
continuing education of teachers of the
Paraná education network during the
pandemic. We verified that, in 2020, only
one of the countless videos posted daily on
the Channel addressed librarianship in
schools. The video, entitled “Conexão
Professor: A BE engajada no incentivo da
leitura” (Teacher Connection: The SL
engaged in encouraging reading), reports
the experience, organization, and
promotion of reading in the library of the
public-school José de Anchieta, located in
União da Vitória. This finding
demonstrates the absence of policies
aiming at SLs’ work and workers.
Therefore, we start by emphasizing the
need to establish the profile of those who
work in the SL: workers who, in their
educational practices, articulate school and
life, work and study, and information and
knowledge.
However, the fight for a clearly
defined profile of this subject and their
performance in the SL needs to be a joint
action between education workers, social
movements, Higher Education Institutions
(HEIs) and SL actors. In the rural school
context, their current profile is widely
diversified, which means a lack of
definition. The SL has served as an
educational space within schools without
the presence of professionals trained for
this purpose and, thus, it has been
discredited and devalued in the educational
system.
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
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Taking this action as one of WSL's
operating principles implied bringing the
investigated context to a situational
analysis, that is, the reality of the rural
school library, based on the statements
collected in this research from those who
work in the SL, as well as the data
available in the literature, which resulted in
Table 1.
In the first column, we name the
actors who work in rural SLs, with data
from the questionnaire gathered from 355
rural schools in 2014. In the second
column, we present their training and
position within Paraná's public school
system, based on SEED's documents and
on the responses of the rural SL workers to
the questionnaire (2021). It is worth noting
that none of them are officially hired to
work in the SL, but they all engage in these
practices and have skills that point towards
a potential profile. Finally, in the third
column, we provide a synthesis or
characterization of what would be the
profile traits of the WSL worker based on
the literature studied and the WSL project.
Three major dimensions of their
profile pose a challenge in the training of
WSL workers: the professional dimension
and their recognition as a working class;
the political dimension that outlines their
work in this sphere of human development;
and the pedagogical dimension, as a shaper
of the cultural and school environment.
These workers go through a formative
process in the library's daily practice, in
initial and continuing education in public
universities, and are appointed by the State
as SL workers.
Table 1 - Relationship between the SL actor, their profile, and the profile of the WSL worker.
SL actor
Profile of the SL actor
Profile of the WSL worker
Library
attendant
Employee
Educational
Agent II
Secretary
Worker. Professional.
Profession recognized in the
public education system. Public
tender. Technician in the field.
Worker
Profession recognized in the public education
system.
Permanent employee
Technician or Graduate in the field
Manager
Leadership
Experienced Person
Educator
Popular Educator
Political agent
Cultural entertainer
School librarian
Librarian
Worker. Professional. Graduate
in the field. Technical
preparation. Reading mediator.
Reading agent
Worker. Experience in the field.
Reading connoisseur. Reading
mediator.
Pedagogue
Worker. Professional.
Profession recognized in the
public education system.
Coordinator. Graduate in the
field. Public tender.
Principal
Worker. Manager. Leadership.
Position recognized in the
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
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public education system.
Reading mediator
Reading connoisseur
Pedagogue
Coordinator
Technician and intellectual
Reader's intellectual guide
Person acquainted with the user or user
community
Person acquainted with the school apparatus.
Literacy Teacher
Informer
Tutor
Teacher and
Readapted
teacher
Worker. Professional. Reading
mediator. Someone who
teaches. Experienced Person.
Profession recognized in the
public education system.
Graduate in the field. Public
tender.
Volunteer,
Militant
Worker. Volunteer. Militant.
Someone from the community.
Source: the authors.
The principle that encompasses the
three training dimensions reaffirms the
need for a specific professional to work in
the rural or urban SL. Such professional
takes on roles of a librarian, but is
resignified in the role of a school librarian
who, for Silva (2003), incorporates
characteristics of a pedagogue; hence, a
pedagogy of reading. The relationship
between library and reading in the
intellectual work of those who work in a
library is prevalent in works by Silva
(1986; 1988; 2003), Milanesi (1986), and
Arguelles and Zapata (2002), who insist on
the qualification of both this work and the
worker. This qualification may be the fine
line between creating or not creating a taste
for reading in the students.
Hence, this function needs to be
performed by an academically trained
professional, recognized by the public
education system and with specific training
in the field. The literature analyzed depicts
this worker as a librarian, pedagogue, or
educator also in the works of Llano (1997)
and Freire (1984; 2001).
Campello et al. (2005), among
others, highlight the broad, complex, and
challenging characteristics of this worker's
profile. They permeate the technical,
pedagogical, and political work,
characterizing this professional as a
political, reader, coordinator, technical,
and intellectual agent, as well as an
intellectual guide for the reader, someone
who knows the user community and the
school apparatus, a cultural entertainer, and
an informer.
For Souza (2009), Maroto (2009) and
Campello et al. (2005), the library worker
needs to understand their work as part of
the educational practice, whose realization
requires planning and conditions of
execution so that its purpose – school
research, reading, socially necessary work,
autonomy – is attainable.
For the WSL, other aspects shape the
definition of this worker's profile. We
highlight their political commitment and
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
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militancy in the cause of rural SLs and
their role as leaders and popular educators,
since the WSL stands as an open space to
the community (Rigobelo & Di Giorgi,
2009), transgressing the establishment. It
serves students and becomes a space of
information, knowledge and culture in the
broad sense (Milanesi, 1986; Maroto,
2009) for all actors of the school and its
surroundings.
Regarding librarianship, some of the
practices performed in the rural SLs,
according to Gehrke (2014), are: to
organize the available space in the school
and name it SL; to choose a meaningful
name for it and hold a big inauguration
party; to organize the library collection and
guide students and teachers to use it; to
computerize the data; to plan the work in
partnership with the subject-actors, taking
in needs and interests; to organize the
students' self-organization process and
divide the work of the WSL; to map
reading interests; to produce and approve,
in an assembly, the SL's regulations; to
publicize the collection with the
community; discuss and claim the
collection with the competent agencies; to
claim resources to publish local
production; to promote reading practices,
such as seminars, recitals, reading rounds
and storytelling; to tell local stories; to
bring writers and people who write to give
testimonials in the SLs; to bring the elders
to the SL to act as storytellers; to teach
school research in the SL and in the
classrooms; to build the memory of the
settlement, through writing and image; to
transform the SL into a WSL.
However, fundamentally, this worker
needs to be open to transgress the SL,
creating a WSL that must articulate the
schooling and de-schooling of their work,
aspects that are still challenging during the
Covid-19 pandemic. This leads to the
question: what have the rural SLs
accomplished during this time?
Covid-19 as an event: impacts and
changes
The link between the data presented
in the literature and the questionnaire,
along with the context of the pandemic as
an event that led to a series of
transformations, shows how this event
triggered perceptions and reactions as
responses to the needs of the actors, given
the already scarce possibilities in rural
schools, which became even more limited.
This scenario fertilizes the forces driven by
social and economic inequalities.
Based on situational analysis (Souza,
2009), we have the scenario of the rural
schools, especially those in settlements,
with school and library actors, teachers,
students, support staff, and institutional
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bodies, called subject-actors – with
emphasis on the SEED of Paraná, in the
current case.
In a lecture exactly one year ago,
Silva (2020) made a historical overview of
the theme and debated on new formats to
attract the public, aiming to preserve the
image of libraries as living cells of
knowledge. According to the speaker, there
would be no point in a SL without students
and teachers, thus the big challenge would
be to find a possible interface to attract the
public during the pandemic. This is
because "reading should not be related
only to the written book", but also to other
formats such as cordéis, images, and
audios (Silva, 2020). The meeting raised
reflections on the impacts of the pandemic
on educational work and showed the need
for virtualization of activities through
software, digital technologies, and changes
in social interactions between teachers,
librarians, and students. Even though his
suggestions were foreseen for a pandemic
period, they are still valid and have been
thought during a period of construction of
differentiated practices and the rethinking
of these practices in a scenario of seclusion
and confinement, such as the scenario of a
MST settlement, in which the
temporariness stands out as much as in a
pandemic.
These considerations about the
possibilities of hybrid interactions in
organized spaces for reading and
knowledge production may suggest ways
of adapting and reconfiguring the SL,
"transforming them into spaces of
inclusion for both traditional actions
related to art and culture, as well as digital
content" (Silva, 2020). Aside from the
traditional actions that are susceptible to
becoming remote and already foreseen for
pandemic times, he presented ways of
organizing the printed content using
technological tools, whose potential to win
over the students has expanded to the point
of encouraging practices of scientific
initiation, incentive to reading, culture, and
citizenship.
If studying in rural schools has
always demanded and continues to demand
effort and persistence, because the
conditions have not been favorable for
those who seek to learn letters and
numbers, one can only imagine in times of
pandemic, when libraries lose their space
to the virtual world. In this sense, there are
situations in which Portuguese Language
teachers, in an attempt to stimulate reading
and access to digital books, organize links
in "virtual libraries", which contain works
of various genres selected by each teacher.
These are available in their private Google
Drives, taking advantage of the fact that
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publishers and authors are providing free
access to their productions.
From the perspective of rural schools
in Brazil, we must also highlight that in
recent years they have been shut down and
many children and teenagers have migrated
to schools far from their homes, in a
movement called nucleation or closing of
schools. Hammel et al. (2021) bring
current data on the closure of state and
municipal public schools in the state of
Paraná, indicating that the most intense
period of this practice was the 1980s and
1990s, when the phenomenon of rural to
urban exodus and the school transportation
policy favored the closure of rural schools.
Those who were not closed were subject to
nucleation, multigrading, among other
means used by the government to optimize
the public education system. Similar
research (Reichenbach, 2019) indicates
that, from 1997 to 2017, 4,083 rural
schools were closed in Paraná alone, and
over 55,000 schools throughout Brazil.
Another difficulty not restricted to
teaching practices in rural areas is the
digital exclusion, a situation that favors
social inequality. According to the ICT
Households 2019 survey, released by the
Brazilian Internet Steering Committee
(CGI.br), through the Regional Center for
Studies on the Development of the
Information Society (Cetic.br) (2020) of
the Núcleo de Informação e Coordenação
do Ponto BR (NIC.br), three out of four
Brazilians already use the internet,
meaning that Brazil has 134 million
internet users – 74% of the population aged
10 years or older.
Despite the growth in the Brazilian
population that uses the Internet, about a
quarter of the individuals (47 million
people) are still offline. For the first time in
the survey's historical series, more than
half of the population living in rural areas
declared they were Internet users, hitting
the 53% mark. However, a significant
contingent is still unconnected: 35 million
people in urban areas (23%) and 12 million
in rural areas (47%). Among the
population, there are almost 26 million
(43%) non-users.
Mobile phones are the main device
for Internet access, used by almost all
network users (99%). The survey also
highlights that 58% of Brazilians access
the network exclusively through mobile
phone, a proportion that can reach 85%.
The exclusive use of mobile phones also
predominates among the black (65%) and
brown (61%) populations, compared to
51% of the white population. According to
ICT Households, there was a growth in
network use through Smart Tvs (37%),
representing an increase of seven
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percentage points compared to 2018.
Cetic.br. also points out that:
With social isolation, a preventive
measure for Covid-19, millions of
Brazilians have come to rely even
more heavily on the Internet and
ICTs in general to conduct remote
work activities, distance learning,
and even to access emergency
government assistance. But the lack
of Internet access and the use of
mainly mobile phones, especially in
classes D and E, show the digital
inequalities present in the country,
and pose relevant challenges for the
effectiveness of public policies to
confront the pandemic. The school-
age child population in vulnerable
families without Internet access is
also greatly affected in this period of
social isolation. The pandemic
clearly reveals the inequalities in
Brazil (Cetic.br., 2020).
The study also highlights that 43% of
rural schools said they do not have Internet
access due to lack of infrastructure in the
region, and 24% pointed out the high cost
of the connection. Furthermore, while in
urban areas 98% of schools have at least
one computer with Internet access, in rural
schools this rate drops to 34%. The same
survey pointed out that among the illiterate
population or those who only attended
early childhood education, 83% have never
accessed the network. For the people who
have only completed elementary school,
the rate drops, but it is still a high 35%.
A survey conducted in Borborema
(SP) by the Association of Family
Agriculture and Agroecology (AS-PTA)
(2020) presents data from a field study on
the situation of remote education in 11
municipalities. The testimonies
corroborate: teachers are tired from the
amount of activities and from dealing with
the technology that many of them were not
so familiar with; parents are exhausted
from also taking on the role of mediator in
their children's studies, when many of
them do not have the proper education to
do it.
“It's a very delicate situation. Parents
found themselves under pressure.
They have no obligation to teach but
to provide schooling and opportunity
for their children to study. And
remote teaching is not the same, it
doesn't have the same results. Video
calls are just too exhausting.
Sometimes we ask a question to the
children and can hear someone
telling them the answer. It's
extremely delicate what we have to
deal with," confesses teacher
Jaqueline Moreira de Brito, who has
been teaching for 16 years in rural
schools (AS-PTA, 2020).
In this sense, some institutions have
been contributing to overcome this
problem faced by families and schools.
Founded 25 years ago, Recode is a civil
society present in nine countries with 1,152
digital empowerment centers, having
reached over 1,752 million people. It
works in partnership with community
centers, public schools, and libraries to
develop young people's digital skills and
socioemotional competencies, stimulating
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the new generation's protagonism and
potential as agents of social
transformation. The organization's goal is
to increase opportunities for young people
in socially vulnerable situations through
the qualified and conscious use of
technology, perceiving the library as a
receptive place with open doors to engage
the community in literary and educational
activities. Even with the pandemic
outbreak and the consequent need to close
spaces or adapt them, the work did not
stop. The institutions showed a lot of
creativity in online engagement through
Recode's Home Libraries Challenge
iii
.
In a different scenario, the
quilombola community Moinho Velho,
located in the municipality of Senhora do
Porto (MG), was also a target of research
in this period, as shown in Gomes' study
(2021) featuring the report of Laisa Soares,
18 years old: "They said I graduated. But
actually, I only had a few school activities
last year. High school is over for us. Now,
we are left waiting for a job as a nanny or
house cleaner”. As we can see from Laisa's
trajectory, while many are preparing to
enter universities at her age, the reality of
young people who live in the quilombo is
different.
This community was one of the three
visited by the Federação das Comunidades
Quilombolas do Estado de Minas Gerais
(N'Golo)
iv
, a state organization, and the
Brasil de Fato Newspaper. The young
quilombola girl shares her concerns
regarding her education: "How am I going
to prepare for the National High School
Exam? I basically skipped the last year of
high school. They simply sent me some
activities and I passed," explains Laisa
Soares.
As a result of the pandemic, schools
have switched to online classes, which are
inaccessible in Moinho Velho and many
other quilombola communities due to lack
of internet connection. "We get access to
the internet here through our cell phones.
Sometimes you can watch a couple of
videos on YouTube and use WhatsApp.
But that's about it," says the student.
The pandemic worsened a long-
standing problem in the community: young
people who do not complete their studies.
The schools in the region do not prepare
students, such as Laisa, to enter university.
She was even unaware of her right to the
quota policy and financial aid granted by
public universities for low-income
students.
The reality described by Laisa is
unfortunately not an exception; on the
contrary, in pandemic times, it seems to
have become the rule. Evidence is found in
teachers' reports in digital media who,
based on empirical observations of their
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
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daily pedagogical practice in virtual
classrooms, verify that most of those who
have access to the internet live in the city.
In small municipalities, on the other hand,
the internet connection is not always
available to everyone and the signal quality
is poor, especially in the countryside. For
these students, printed activities and
textbooks are left as the only resources.
They were also segregated from the city
during the pandemic, as many depend on
school transportation and thus have no
means of accessing the school or the
municipal library.
Through Laisa's account, we observe
that getting a job comes before finishing
high school in many cases – and,
particularly, during the pandemic, which
has contributed to young people from both
the countryside and the city, but especially
the former, to enter the informal labor
market. They become the cheap, unskilled,
and needy workforce, looking for a source
of income to help their families, which are
currently unable to sell the extra
production at a farmer's market, for
example. Some start working on the farms,
while others seek the much-desired
financial independence. For these reasons,
they end up choosing to work rather than
going to school, which reduces school time
and, as a result, reading time for many of
them.
In light of these considerations,
schools are facing new challenges brought
by the pandemic, such as the need for
remote activities and a new approach to
SL. As a way to justify and articulate the
practice of WSL, we highlight Milanesi's
statement (1986, p. 233) referring to the
extent of a library's usefulness, given how
it plays a part in the population's collective
actions. It is public, at the service of the
public, and can only be useful if it relates
dialectically to this public.
The idea of developing a "flash
interview" came from the difficulty of
contacting library workers – the people in
charge of organizing and coordinating
activities related to librarianship – amid the
precarious conditions of each school, made
even worse by the pandemic. Thus, the
request for collaboration with the research
on "the possibilities of librarianship in the
face of Covid-19 impacts in rural school
libraries" was sent to rural SL workers or
the schools' principals. We asked for
written answers to the questions listed
below, along with the agreement that the
data would be shared in an investigative
report and a scientific article.
The answers to the first question
reinforce what has already been said about
the libraries' critical situation. When
questioned about what has been going on
with rural school libraries during the
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pandemic, the answers vary, but the nature
is the same: School number 1 refers only to
the exchange of books when students came
to pick up school lunch or printed materials
throughout 2020; School number 2 stresses
that the library is closed, but the educators
are arranging reading materials and books
for each child to read at home; in School
number 4, some Portuguese teachers
conducted discussions with the students
based on digital pieces, but the library
remained closed.
School number 3 points to a lot of
difficulty with the library’s organization.
The government's decision to outsource
employees, combined with the pandemic,
led to no administrative staff being hired so
that all current employees were reassigned
to printing, sorting, and delivering
activities for remote teaching, as well as to
distributing lunch to the families. This is a
current way of setting SL aside in the
organization of pedagogical work. School
number 5, in turn, introduces a new
situation, indicating that "there was no
demand from the students and no projects
from the administration and coordination
to encourage reading during this period",
showing that the rural school library has
not yet been accepted as an educational
environment. There was a large investment
in printed activities, and not even the
textbooks, with all their influence on
teaching, managed to remain useful during
the pandemic.
School number 7’s answer was that
"there was no orientation for reading or
loaning books. It was our fault, but we can
do it this year." The research raised the
possibility of the library and its collection
contributing in such a context, which
means that the library needs to update and
specialize itself in different contexts or
realities.
As for the state's position on whether
or not to use the school library, we found
that there was a lack of guidance. School
number 1 indicates that the state "Didn't
touch the subject other than to say the
library had to stay closed"; School number
2 also claims that "There was no
instruction from the state or municipality".
In relation to the activities of school
libraries during the pandemic, we asked the
rural schools if they had been conducting
any educational, pedagogical, or formative
work. School number 1 says that "The
school employees change every year and
the new ones have no background in
librarianship, they follow the school's
guidelines and demands", which is
evidence that the old problem remains.
School number 3 reports that "... every
other week throughout the 2020 school
year, students took a book home every
time they submitted an activity. They
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
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would also take a reading sheet to make
some short observations." They add that
"however, due to the pandemic, we did not
allow the student to choose the book, as the
asepsis of the material was not possible
and we do not have gloves to provide so
the students could handle it". School
number 6 indicates that the library is rarely
needed, as only "research and literature
books chosen by the teachers and given to
the children" are used. "Because
WhatsApp is being used for teaching, the
teachers are posting reading suggestions,
links for research, and videos”. School
number 7 takes the opportunity to make a
complaint: "It would be interesting to point
out that we don't have a librarian. The role
of encouragement and incentive is left to
the educators. The pedagogical team and
the secretary often organize the library
space with the help of the community".
As for the question of who has been
working remotely in a rural school library
during the pandemic, the schools are
unanimous in saying that they do not have
librarians, and who does the work is
currently a school employee (agent II); in
other cases, the teachers themselves or the
principal. They are also unanimous in
saying that with remote teaching, these
professionals are reassigned to printing
activities and the library is closed. We can
see the limitation of understanding (Freire,
1987) of those who run the school
regarding the library collection and its use.
Systematized knowledge is locked away
once again, and "isolated" activities take
over. Reading books gives way to "reading
sheets" and what is worse: despite the law
that makes libraries mandatory in schools,
it still does not count with specific SL
workers.
As we can see, the pandemic was a
strong detriment to librarianship, and the
challenges of school policies and practices
regarding books and reading still remain in
specific contexts.
Considerations
If the situation was already
unfavorable for the rural schools – with the
threats of closing, nucleation, and
clustering of classes and shifts –, the
pandemic and the synchronous and
asynchronous remote classes had great
impacts on both teachers and students.
Schools were certainly closed to other
dimensions of the educational and
formative process.
Remote teaching has replaced the
classroom with the screen and the
loneliness of those who only have access to
printed materials to secure their school
year. With no doubt, these new ways of
"learning" have a great impact on both
teachers and students, and those who have
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
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access to the internet, however precarious,
have been challenged to use digital
technologies extensively.
As for the teachers, they must fulfill
their workload, be it 40, 30 or 20 weekly
hours, on top of a series of other tasks of
bureaucratic nature that take the focus off
the pedagogical work. Digital technologies
have also acquired new functions; besides
giving access to education in pandemic
times, they also serve as a form of control.
By issuing data, they bring into question
the teachers' autonomy, the veracity of the
time spent working, and the students'
learning. In rural schools, the dynamics of
synchronous remote teaching are almost
unfeasible, putting the students in a new
situation of exclusion.
The encouragement to use digital
technologies would be positive if public
and educational policies had provided the
conditions for it. The complaints in the
questionnaire highlight precisely the limits
imposed by the lack of a reliable internet
connection in rural contexts that strongly
impacts the lives of farmers, indigenous
people, and quilombola schoolchildren,
among many other peripheral subjects.
The analysis of this situation,
considering the documentation and
bibliography related to the problem of
school library workers, allowed us to
conclude that it was aggravated by the
pandemic. Not even agent II is currently
working in this area, as they were
reassigned to work with printing and the
organization of remote activities, among
other tasks imposed by the lack of
employees, such as controlling the gates of
the institutions. The precarization of
teaching material has favored the use of
workbooks instead of textbooks, which
have been shelved in some situations,
while in others they are the only resource
the students must complete their printed
activities. Literary works were given more
space and, in many cases, distributed for
reading, while reading on a cell phone or a
computer has strongly taken the place of
reading printed books, an aspect that may
favor the development of policies to
produce of digital books for the library
collection and, consequently, for librarians.
Given the results of the analysis of
the questionnaire, the comparison between
them, and the data provided by the theses,
it is clear that after ten years of our visit to
the rural schools – and despite Law 12.244
–, the reality of SL, librarianship, and the
situation of the librarian in the state of
Paraná remains unchanged in terms of
structural aspects and absence of effective
policies to support reading practices.
Although the context of social isolation
and technology-mediated teaching may
signal the creation of alternative conditions
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
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that ensure the role of libraries as carriers
of information and knowledge, this has not
been the case, despite the efforts of some
interviewees. We observed that the already
precarious situation is getting worse and
preventing actions and activities capable of
encouraging reading and disseminating
pedagogical resources to support the
school libraries and school-community
libraries. The pandemic, despite all the
necessary measures for the collective good,
has brought weaknesses to light and,
among them, those involving the practices
at school libraries.
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i
Librarianship, here understood as the work of the
librarian. In the case of state of Paraná, this
professional is not present in school libraries.
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021). Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario...
Tocantinópolis/Brasil
v. 6
e12478
10.20873/uft.rbec.e12478
2021
ISSN: 2525-4863
23
ii
In this article, we reference the Paraná State
Secretariat of Education in two ways: State
Secretariat of Education and Sports, the
nomenclature used since the 2019 management, and
State Secretariat of Education, used before 2019.
Both are identified with the same acronym – SEED.
iii
https://recode.org.br/
iv
N'Golo visited the quilombo to conclude a project
of territorial and environmental management,
executed in partnership with the Center of
Alternative Agriculture of the North of Minas
(CAA/NM) and the Dedicated Grant Mechanism
for Indigenous Peoples and Local Communities
organization, which resulted in a booklet about
quilombola rights.
Article Information
Received on June 19th, 2021
Accepted on August 18th, 2021
Published on October, 30th, 2021
Author Contributions: The author were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version published.
Conflict of Interest: None reported.
Article Peer Review
Double review.
Funding
No funding.
How to cite this article
APA
Oliveira, D. C., Bufrem, L. S., & Gehrke, M. (2021).
Impacts and changes caused by the Covid-19 pandemic in
librarianship: the rural school library scenario. Rev. Bras.
Educ. Camp., 6, e12478.
http://dx.doi.org/10.20873/uft.rbec.e12478
ABNT
OLIVEIRA, D. C.; BUFREM, L. S.; GEHRKE, M. Impacts
and changes caused by the Covid-19 pandemic in
librarianship: the rural school library scenario. Rev. Bras.
Educ. Camp., Tocantinópolis, v. 6, e12478, 2021.
http://dx.doi.org/10.20873/uft.rbec.e12478