Reading, literality and children's literature: reflections required for librarianship

Abstract

Introduction: It deals with the theoretical aspects of children's literature and the importance of the knowledge of this theme by the librarians for their performance. Objective: It seeks to understand and reflect on how the literary reading is configured in theoretical terms and what is the meaning and importance of literary language for the child.
Methodology: It uses exploratory and bibliographical research to discuss the theme from the scientific and literary production of authors and critics, especially in the Brazilian context from the late 1970s to the late 2000s.
Results: Presents a theoretical rescue of studies on reading, literality and children's literature demonstrating how these concepts relate to each other and emphasizing that both reading and literature are elements permeated by ideological, social and historical contexts of production.
Conclusions: It concludes that children's literature operates in the development of the child's imagination and autonomy and that the librarian can contribute to the emancipation of the reader through reading mediation.