Literatura infantil, teatro e educação

uma investigação sobre diálogos possíveis

Abstract

In the following paper, I look at the potential of children’s literature in the context of school education; I present some considerations regarding the approach on and appropriation of said literature by Theatre Pedagogy and consider the learnings that children’s literature may offer to education. In order to do so, I report the experience that motivated me to write on this subject and highlight the questions which guided my research. I mainly refer to works from the VI Seminário de Literatura Infantil e Juvenil e Práticas de Mediação Literária (UFSC) and the I Seminário Internacional de Literatura Infantil e Juvenil (UFSC), in addition to studies from theorists such as Heloise Baurich Vidor, in Theatre Pedagogy/Dramatics and Education, and Jorge Larrosa, in Philosophy of Education. I come to the conclusion that, beyond the importance of learning ways in which to approach and appropriate children’s literature within Theatre Pedagogy and Education, it is relevant to keep in mind that which, as educators, we may learn with children’s literature: the attribution of a poetic look to the teaching-learning process.