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Zilberman

20 December, 2012 (00:25) | General | By: admin

Who does not remember a narrative on fantastic beings counted when still small? how many times these histories are not repassed of generation in generation perpetuating the teia of the verbal tradition? the books? This magician what they in them impose when as many times identify in them with a personage, its devaneios and problems? We notice clearly with these indications that literature states the man and later it acts in the proper formation of the man (Candido: 1972, P. 2). This humanizadora force and also source of satisfaction of desires in the aid to answer one second question: Why to stimulate the literary reading in the school? Exactly because such reading can assist in the formation of the children and adolescents, activating its imaginary one, helping to answer questions through the analogy between the real world and the fictitious world, of the comparison of the problems of the personages and the proper reader. As Zilberman, (1990, P. 19) the reading of the literary text constitutes a sintetizadora and complete activity: The reading of the literary text constitutes a sintetizadora activity, in the measure where it allows the individual to penetrate the scope of the alteridade, without losing of sight its subjectivity and history. The reader does not forget its proper dimensions, but it expands the borders of the known one, that it absorbs through the imagination but deciphers by means of the intellect. Therefore one is also about a sufficiently complete activity, rare substituted for another one, exactly of existencial order. These have its direction increased when opposed to the experiences transmitted for the text, in way that the reader tends if to enrich thanks to its consumption. The importance of the literary reading becomes evident, in the measure where this beyond humanizar helps to decipher and to understand the proper life, assists to give more security as for the experiences of each reader, beyond, it is clearly, of being educative, as much in the direction waited in the school, how much, as already we saw, in the life of each reader.