| Popis: |
Born with an eminently pedagogical function, children’s literature has long assumed a pragmatic function. Narratives, poems, fairy tales, all these genres brought a teaching in their midst. Throughout the twentieth century, this perspective began to change, especially in the framework of the formulations of theorists and writers (PERROTI (1986), ZILBERMAN (2003), HUNT (2010), AZEVEDO (1999), etc). On the other hand, the pedagogical bias remained strong both in the school context and in the context of many publications in the publishing market that produce literary works but are, in fact, supplementary educational materials. We will discuss in this article the literary work-paradidatic work dichotomy that permeates the reading practice in school. We will also evaluate some specific works whose aesthetic value is clearly compromised. We support ourselves theoretically in the reflections from Cademartori (1987, 2012), Held (1980), Aguiar (2001), Costa (2007), among others. |
