Literatura infantil e educação: convergência ou caminho uníssono?

Abstract

From a pedagogical approach, for centuries, children's books brought moralizing lessons that consisted effective means to establish and measure behaviors and models. Given this view, the school took the misinterpretation that children's literature should be studied before being subject to personal and non-transferable experience. In this context, under the socio-cognitive theoretical perspective, we bring the cutting of an in progress master's research that intends to verify convergences and oneness between children's literature and school by answering the question: Is there room for literary narratives in children’s education school? In discussing this issue, we want to encourage debates about education through literature, rivaling education for literature, overcoming dichotomies.