THE SPACES AND PRACTICES OF READING CHILDREN’S LITERATURE

Abstract

This article has as its theme: "The spaces and practices of reading children's literature", which intends to discuss and expand the understanding, in addition to provoking a reflection focused on the importance of children's literature for the development of various skills and abilities in children, especially in reading, which opens paths, emancipates, liberates, expands the repertoire of perspectives on reality and provides opportunities to live better in society when receiving the stimulus to act socially and politically. Children's literature is a playful and charming resource available at school, so it manages to arouse attention and curiosity in the child. The readings confirmed that it is an ally in social, intellectual and emotional development, helping her to overcome challenges, to be creative, as it is essential and should be part of the school routine and is present in different spaces, thus aiming at better learning. Through bibliographic research, it is possible to affirm that children who are motivated, have access and contact with literary books since childhood tend to have a better performance and ease to understand and seek ways to transform their reality, becoming increasingly critical and reflective.