Discursive action the school librarian

Abstract

Introduction: The present study weaves some considerations about the library and the professional practice of the school librarian. On this basis, presents reflections about his acting in the teaching-learning process in a perspective communicative-discursive.
Objective: Reflect the practice of the school librarian in the light of the Theories of Communicative action and Discourse of Jürgen Habermas.
Methodology: Bibliographical study of the works of Jürgen Habermas and literature review that focuses on the practice of school librarian.
Results: Due to emergence of a pedagogical and communicative rationality in the practice of school librarian, theories of Jürgen Habermas constitute an important theoretical framework, since they can promote the development of cognitive structures and individual socio-affective, ethics and politics, as well as the creation of solidarity and the formation of social identities allowing the school community ascend to new heights of social integration.
Conclusions: Points to the need for the librarian reflect your practice in the educational environment, considering that this professional is usually seen as the guardian of books, originator and technical detail. Indicates the importance of developing new studies on this theme which involves other elements of analysis thus allowing more detailed assessments.