Resumo

SANTOS, Iva Carla Aveline Teixeira dos  e  PINHEIRO, Alexandra Santos. The infantojuvenil literature in teaching youth and adults in Dourados-MS: the difficult task of forming readers. LTP [online]. 2017, vol.35, n.70, pp.117-131. ISSN 2317-0972.  https://doi.org/10.5965/0102-387Xv35n7020170117.

This article presents conections about the presence of infant-juvenile literature in Young Adult and Adult Education (EJA). The analysis is based on the voices of EJA students of different ages, with discourses of deprivation of the literary texts, whether infant- juvenile or not. According to the considerations made by the students, there are concerns about the possible difficulties of the mediator to invite these subjects to the literature world, starting with the textbooks that contribute very little in this regard. We presuppose that the presence of infant-juvenile literature in this teaching modality is of vast importance, since one of its functions, even if implicit, is to stimulate the imagination, allowing these subjects the right to take these playful realities and rethink their own. In addition, it operates rich and effectively in the reader’s formation. It is known that nowadays literature is not divided by age group, but by bringing the voices of EJA students to this reflection, it may be noted that if there is no presence of infant-juvenile literature, the practice of reading is almost imperceptible. To support this analysis, we bring reading specialists in the school and the literature teaching, such as COSSON (2010), ZILBERMAN (1982), CHARTIER (1999), BARTHES (1980) and CANDIDO (1995).

Palavras-chave : Infant-Juvenile Literature; Teaching; EJA.

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