Literature in Early Childhood Education: a Child’s Right

Abstract

This article aims to bring some considerations and contributions on the relationship between children’s literature and childhoods culture. In order to conduct the discussions, we scope to understand children’s literature as a child right in the context of early childhood education. Through surveys of bibliographic research on authors from the philosophical and educational area, such as  Bajour (2012; 2017), Bértolo (2017),  Candido (2011), Chartier (1999), Manguel (2017),  Salles e Faria (2012) e Silva e Martins (2010), it is possible to argue that in contemporaneity there is the defense of literature as favorable to the development of the aesthetic dimension, enabling the formation of a criticism in those who read, the freedom of his/her thoughts and the development of its protagonism, thus improving the linguistic repertoire. As issues that permeate the reading experience, we sought to problematize concepts related to entertainment, childhood cultures, the child reader and the relationship of these subjects to the adult posture. At this juncture, defends that one ought to consider if literature is being proposed as the fulfillment of an educational protocol or throught an edification perspective of a more humanized society. Thus, proposing activities related to literature implies on a reflect about the quality of narratives and on the aiming with which literature is proposed.