school library:

a pedagogical act through an empathetic experience from an anthropological and phenomenological perspectiva

Abstract

Abstract: This study's theme is the school library, seen as a pedagogical space that promotes empathetic experience, analyzed from an anthropological and phenomenological perspective. The justification is based on the pedagogical and anthropological dimension of the school library, which has the human person as the center of its processes and enables reflection on experience in the social and cultural world, as well as the manifestation of human intersubjectivity. The general objective was to understand empathy as a pedagogical act experienced in the school library, from a phenomenological perspective, and considering the National Common Curricular Base (BNCC) and Philosophical Anthropology. The research was theoretical, bibliographic, exploratory and descriptive in nature and was limited to the concept of empathy in Philosophical Anthropology and BNCC, with the purpose of problematizing and investigating whether the empathic experience can contribute to the pedagogical act in the daily praxis of the school library. The results showed that the school library, when applying the empathetic experience in its mediating pedagogical dimension, reveals its anthropological conception and constitutes a privileged place for the empathetic educational act, humanizing pedagogy, dialogue, reflection on the other, the promotion of respect and rights, citizenship training, welcoming social and cultural diversity, openness to subjectivity and human intersubjective relationships.