A prática da biblioterapia na perspectiva de bibliotecários: estudo misto-exploratório

Abstract

In this study, a developmental bibliotherapy approach was adopted, aimed at promoting well-being, self-knowledge, and socio-emotional strengthening through the mediation of literary reading and the use of texts with metaphorical foundations as a resource. The study was based on the role of the librarian as the mediator of the reading and reflection process, without connection to clinical psychotherapeutic treatment. The general objective of the study was to analyze how librarians were involved in bibliotherapy practices, based on the analysis of scientific production in the field and the perceptions of Brazilian librarians regarding institutional and professional preparedness for the implementation of such actions. From this perspective, the research focused on the following problem: how is the involvement of Brazilian librarians in bibliotherapy practices configured, considering levels of knowledge, education, and professional practice? To this end, a mixed-method approach was applied, with an exploratory nature and a sequential design (QUAL>QUAN), consisting of a literature review and a cross-sectional quantitative study using an online questionnaire administered to Brazilian librarians, whose data were analyzed through descriptive statistics and content analysis. In the qualitative phase, the study analyzed national and international scientific publications on bibliotherapy, which were categorized into four thematic axes: 1. overview and conceptualization of bibliotherapy; 2. bibliotherapy for specific population groups; 3. bibliotherapy in different contexts and types of libraries; and 4. professional education and practice of librarians in bibliotherapy. The results highlighted the diversity of contexts in which bibliotherapy is applied, such as hospitals, universities, schools, and community spaces, as well as training gaps that indicate the need to consolidate bibliotherapy as a field of study and professional practice. In the second stage, 208 librarians participated in the study, distributed across different Brazilian states and predominantly working in university, school, and public libraries. The results revealed that the majority of respondents, 165 (79%), did not receive specific training in bibliotherapy during their undergraduate studies, although they expressed interest in learning about or expanding their knowledge of the use of reading as a care resource. The findings also revealed a lack of awareness of existing initiatives, as well as challenges for implementation, particularly related to structural and institutional limitations. It is concluded that, although bibliotherapy is not yet widely institutionalized, there is a promising scenario marked by interest in learning about and organizing informational processes related to bibliotherapy. Based on these findings, a conceptual model is presented, which systematizes guidelines for the implementation of bibliotherapy in information units.