Children’s literature in formal and no-formal educational contexts: the flight technique
DOI:
https://doi.org/10.5433/1678-2054.2019v37p67Keywords:
Children’s literature, Formal And non-formal educational contexts, Literaty educationAbstract
This article discusses the problem of children’s literature in formal and non-formal educational contexts, highlighting the role of the adult-mediator in the promotion of aesthetic pleasure and reading comprehension, taking into account the levels of reading development and the experiences of the young reader. We advocate that the adult must be free to select the books that he considers most appropriate to work with children, despite the legal constraints regarding the ministerial directives embodied in the program documents and in the curricular guidelines for his educational and pedagogical practice. The aim is to demonstrate that the teacher should not only adhere to the didactic approach of obligatory works that guide his teaching practice, but he should go further, selecting texts and authors that seem relevant to him to instill the reading skills and enhancing the literary education of the young reader, so that he will gradually become competent and critical, capable of extracting plural meanings from the works that are preferentially directed to him or from those that he appropriates himself through the affective relationship with the act of reading.References
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