Literary Reading in the Early Years: an inventory from 2001 to 2022

Abstract

This article starts from the premise that the reading of literature is a universal necessity. For this reason, it is considered an inalienable right, and school is a privileged space to guarantee this right (Candido, 2011). In order to establish the state of knowledge of literary reading for the early years, the methodology of documentary analysis of articles published in four national journals from 2001 to 2022 was used. The articles were organized into the following categories: schooling of children's literature, teacher training for literary reading practice, history and public policies to encourage literary reading, and diversity and inclusion in children's literature.