Infantile literature: Pedagogical instrument or toy? Tmila Carolini Trindade Tavares the great quarrel concerning infantile literature and its use in the classroom is if it is playful or only one pastime. This article deals with as infanto-youthful literature can and must be used in the classroom in order to enrich the teach-learning process. The localization of the origins of infanto-youthful literature in remote expressions of adult literature by itself does not explain the different forms that it comes assuming since that, in century XVII, she specifically started to be written as such: literature for children. Ahead of the trends that literature comes little following in these more than three centuries of production, is that one of the first problems to excite controversy how much to its ideal form, would have been of its specific nature: infantile literature would belong to the literary art or the pedagogical art? Since the Classic Antiquity if the nature of literature argues (didactic or playful) purpose of the literature destined to the small ones (to instruct or to amuse), a questioning far from being answered. Many appraised authors possess divergent opinions in relation to this problematic one. For Antonieta Maria Wedge literature infanto – youthful she is strict playful, designating not to be necessary its pretension the pedagogia. For Ceclia Meirelles, literature is not as many think a pastime, literature are nutrition, that assists in the infantile formation.
Already Nelly Novaes Rabbit has a conciliadora opinion, as object that provokes emotions, pleasure or amuses e, above all, modifies the conscience of world of its reader, infantile literature is art. However, as instrument manipulated for an educative intention, literature if inscribes in the pedagogical area. Following the source of Rabbit, if to analyze some great workmanships that through the times had been classified as infantile literature, we will go to observe that they simultaneously belong to this two distinct areas.