Özet:

Abstract This text brings some considerations arising from doctoral research whose main objective was to understand how public policies related to literary training, reading spaces and literacy are elaborated and how these are implemented in the context of the practice of two schools in a municipality in metropolitan region of Rio de Janeiro. Considering that literature is a human right because it plays a fundamental role in the constitution of otherness and social experience, we argue about the importance of children having access to experience with literature and we advocate that the school be a space for reader training to from dialogical and esthetic practices. This research aimed to present examples of practice aimed at literary training in the context of two public schools, using narrative interviews with different professionals. The speeches demonstrate how, in the investigated context, children are seen as active subjects both in their actions and in their planning and how the questions are significant starting points for the teaching work.

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