Salas de leitura como ecossistemas de inovação: a gestão da Informação e do conhecimento e o papel do professor articulador na era digital

Abstract

This research employs a critical-interpretive perspective to analyze "Reading Rooms" within the São Paulo state school system as innovation ecosystems. Drawing upon the theoretical frameworks of information management and information literacy, the study examines the pivotal role of the Articulating Professor in the digital age. The primary objective is to discuss the extent to which these environments and professionals can integrate public policies, digital technologies, collections, and pedagogical practices to foster student authorship and digital citizenship. Methodologically, the study adopts a qualitative, bibliographic approach based on a systematic literature review spanning the years 2015 to 2025. This is complemented by a documentary analysis of national and state-level regulatory theoretical frameworks concerning school libraries and Reading Rooms. The research corpus was assembled through comprehensive searches in national and international databases, followed by rigorous screening, eligibility assessment, and thematic content analysis. The findings demonstrate, first, that Reading Rooms have solidified their position as strategic hubs for mediation and the democratization of information access, despite being hindered by disparities in infrastructure, teacher training, and curricular integration. Second, the results indicate that the mere presence of digital technologies does not inherently guarantee pedagogical innovation; success depends on informational curation, the systematic documentation of practices, the sharing of experiences, and the institutionalization of routines for producing pedagogical knowledge. Third, the study reveals that the Articulating Professor tends to assume leadership in Information and Knowledge Management processes within the school, although frequently without sufficient institutional support or robust continued education policies. As a theoretical-analytical synthesis, the research proposes the Integrated Knowledge Management Model for Reading Rooms (MIGCSL). This framework organizes axes, processes, roles, and indicators to guide future diagnostics, planning, and research on these environments as ecosystems of educational innovation. The study concludes that strengthening Reading Rooms as informational and learning ecosystems requires the alignment of legal theoretical frameworks, infrastructure investment, the professional valuation of the Articulating Professor, and Knowledge Management strategies focused on equity and quality in basic education.