Revitalization of the school library: a learning space through the articulation between the curricular components of Chemistry and Mathematics

Abstract

This article presents a pedagogical experience aimed at revitalizing a school library through the articulation between the curricular components of Chemistry and Mathematics, carried out with 12th-grade students from a public high school in the state of Santa Catarina, Brazil. The study is characterized as a qualitative pedagogical intervention based on project-based learning and meaningful learning principles. The activities included an initial diagnosis of the library space, collective planning of interventions, and practical actions such as cleaning with ecological solutions, production of natural paints, reorganization of the collection, development of a simplified classification system for books, and the creation of alternative furniture using reusable materials. The results showed improvements in the physical and organizational conditions of the library, increased functionality of the space, and expanded possibilities for pedagogical use. In addition, the experience fostered student protagonism, collaborative work, and a stronger sense of belonging to the school environment. The initiative demonstrates that integrating different areas of knowledge with sustainable and participatory practices can contribute to redefining the school library as a dynamic space for learning, interaction, and knowledge production.